Integrating Learning by Design into a Flipped Civil Engineering Design Course
PROCEEDING
Secil Akinci-Ceylan, Evrim Baran, Halil Ceylan, 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), Waynesville, NC USA
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 March 27, 2024 from https://www.learntechlib.org/primary/p/207850/.
© 2019 Association for the Advancement of Computing in Education (AACE)