Applying First Principles of Instruction to Flipped Classroom in Engineering Education: Model and Instructional Strategies
JiYoung Lim, Seyoung Kim, Ewha Womans University, Korea (South)
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study aims to suggest a model and instructional strategies for a flipped classroom using Merrill’s (2012) First Principles of Instruction in Engineering education in order to organize teaching and learning activities in a flipped classroom. For this purpose, the authors analyzed the literature on the flipped classroom in Engineering education and on applying First Principles of Instruction in designing flipped classroom. Then, a framework of flipped classroom employing First Principles of Instruction suggested by Lo and Hew (2017) was revised. Based on the revised model, instructional strategies were suggested. Since engineering education aims to teach procedural knowledge as well as conceptual knowledge, different instructional strategies upon two types of knowledge were presented. The implication of our work is to illustrate the model and tactics for flipped classroom based on the Merrill (2012)’s deeply rooted pedagogical approach. This study may contribute to practice in engineering education.
Lim, J. & Kim, S. (2018). Applying First Principles of Instruction to Flipped Classroom in Engineering Education: Model and Instructional Strategies. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1885-1894). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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