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The article concludes with recommendations to improve flipped teaching and learning and considers applications to other design and technology disciplines.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Waikato, New Zealand  \nPaul Docherty, University of Canterbury, New Zealand  \nPinelopi Zaka, University of Canterbury, New Zealand  \nAbstract  \nA flipped classroom approach consists of two distinct parts: direct on-line instruction in the students’ own time and at their own pace, and interactive group learning and problemsolving activities in scheduled classes. This approach has the potential to suit theoretical and practice-based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ views of the use of the flipped classroom approach using focus-group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus maximising time for problem solving activity with their face-to-face lecturer support. This research suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of Lecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number of recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education disciplines.  \nKey words  \nengineering education, flipped classroom, collaboration, student perspectives, teaching and learning  \nIntroduction  \nThere is significant pressure on tertiary educators to improve the efficiency and effectiveness of their teaching and to engage with innovative teaching methods using digital technologies, however understandably many have no expertise or interest in educational pedagogies (Serdyukov, 2015) . This article outlines a study undertaken by academics from three fields of learning (E-learning, teacher education and engineering) and investigates students’ views on aspects of the flipped classroom approach. The  \nresearch builds on recent literature in the field of innovative teaching approaches and adds to the body of knowledge around student voice about teaching approach. The article concludes by recommending a number of behaviours for lecturers and students to enhance learning during this pedagogical approach. The study, qualitative in nature was part of a wider mixed methods study on using a flipped classroom approach to learning in a university engineering programme.  \nThe flipped classroom approach, although first introduced as early as 1982 (Baker, 2000) has become popular in recent times in many educational institutions due to advances in educational technologies, pressure to improve student performance, a willingness to challenge established teaching methods, and fiscal pressures within universities (Carpenter, Blythe, Sweet, Winter & Bunnell, 2015; Serdyukov, 2015) . The flipped classroom approach to learning has the potential to provide educators with opportunities of maximizing and increasing the quality of face-to-face instruction as students are asked to come to class having already engaged with course materials. However, it is important to consider students’ views of the approach to ensure the best outcomes for students and their learning.  \nThis study investigated engineering students’ perspectives of the flipped classroom approach used to teach a summer school paper in two consecutive years. The content included foundational engineering dynamics and was taught to first year students as a part of a four-year university degree programme in New Zealand. It was the lectur","cbCaikJvrRjpx4Cf","https://ap.wps.com/l/cbCaikJvrRjpx4Cf","pdf",431166,"English","# Abstract\n# Key words\n# Introduction\n# Motivation for the Study\n# Literature Review\n## Flipped Classroom Defined","[{\"question\":\"What are the two core parts of the flipped classroom approach described in the article?\",\"answer\":\"It combines direct online instruction completed in students’ own time and pace, with interactive group learning and problem-solving activities during scheduled classes.\"},{\"question\":\"Which student groups were studied in this research?\",\"answer\":\"First- and second-year engineering students who undertook a module of learning in Dynamics.\"},{\"question\":\"How did the researchers evaluate students’ views of the flipped classroom approach?\",\"answer\":\"They used focus-group and individual interviews after students had experienced the approach.\"}]","Learning Engineering through the Flipped Classroom Approach - Students' Perspectives | PDF",1792091571,48]