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dc.contributor.authorChew, Esyin
dc.contributor.authorJones, Lim Jen Nee
dc.contributor.authorWordley, Scott
dc.date.accessioned2018-10-30T11:37:37Z
dc.date.available2018-10-30T11:37:37Z
dc.date.issued2018-10
dc.identifier.citationChew, E., Jones, L.J.N. and Wordley, S. (2018) '“Flipping or flapping?” Investigating engineering students’ experience in flipped classrooms', On the Horizon. https://doi.org/10.1108/OTH-04-2017-0014en_US
dc.identifier.issn1074-8121
dc.identifier.urihttp://hdl.handle.net/10369/10156
dc.descriptionArticle published in On the Horizon available at https://doi.org/10.1108/OTH-04-2017-0014en_US
dc.description.abstractPurpose This study has explored the flipped classroom model in a private university in Malaysia. It aims to present a flipped classroom intervention for engineering education innovation. Design/methodology/approach The research (1) revisited prominent educational theories for a flipping or flapping pedagogy, (2) implemented and explored the flipped classroom experiences in one engineering subject using the action inquiry method with thematic analysis and (3) reflectively evaluated both students’ and educators’ “flipping or flapping experience”. Findings The responses of the research participants are analysed and used to develop the flipping or flapping classroom principles and an ideal flipped classroom model. From passive lectures to active learning with collaborative discourse and reflective communication, flipping the classroom can offer a seamless learning experience. Research limitations/implications The flipped classroom model can provide good reference for other educational researchers who intended to conduct a flipped classroom. However, the small sample size with qualitative method and thematic analysis useds led to considerable theoretical development, but it may not achieve the validity standards to generalise the findings. Further empirical investigation with a systematic controlled group is recommended for future work across disciplines for extrapolation. Originality/value This is a genuine case study with an identified innovative teaching need to investigate how flipped classrooms can be enabled and enhanced in engineering education innovation.en_US
dc.language.isoenen_US
dc.publisherEmeralden_US
dc.relation.ispartofseriesOn the Horizon;
dc.subjectblended learningen_US
dc.subjectflipped classroomen_US
dc.subjecttechnology enhanced learningen_US
dc.title“Flipping or flapping?” Investigating engineering students’ experience in flipped classroomsen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1108/OTH-04-2017-0014
dcterms.dateAccepted2017-08-19
rioxxterms.funderCardiff Metropolitan Universityen_US
rioxxterms.identifier.projectCardiff Metropolian (Internal)en_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden_US
rioxxterms.licenseref.startdate2018-10-30
rioxxterms.funder.project37baf166-7129-4cd4-b6a1-507454d1372een_US


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