You are here:

Integrating Learning by Design into a Flipped Civil Engineering Design Course
PROCEEDING

, , , Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Flipped learning has been on the rise in higher education and is growingly used in learning environments in engineering contexts. This case study aimed to examine students’ problem-solving processes and readiness for a flipped learning model in the context of a Civil Engineering course. Learning by Design (LBD) approach was integrated into the course to enhance students’ problem-solving processes. Data source included interviews with the course instructor, teaching assistant (TA), and one of the current students. The analysis of qualitative data revealed that LBD and flipped class activities had a positive impact on students, but they still preferred a combination of traditional and flipped instruction. Results of this pilot study provide recommendations for future implementation of more LBD activities in undergraduate and graduate engineering courses.

Citation

Akinci-Ceylan, S., Baran, E. & Ceylan, H. (2019). Integrating Learning by Design into a Flipped Civil Engineering Design Course. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1540-1545). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 24, 2019 from .