---

Flipped Learning Application on the Development of Capabilities for Civil Engineering Education in Labs

Year: 2020 Volume: 14 Issue: 11 1104 - 1110 Pages

• Authors:
• Hector Barrios-Piña
• Georgia García-Arellano
• Salvador García-Rodríguez
• Gerardo Bocanegra-García
• Shashi Kant

Abstract: This work shows the methodology of application and the effectiveness of the Flipped Learning technique for Civil Engineering laboratory classes. It was experimented by some of the professors of the Department of Civil Engineering at Tecnológico de Monterrey while teaching their laboratory classes. A total of 28 videos were created. The videos primarily demonstrate instructions of the experimental practices other than the usage of tools and materials. The technique allowed the students to prepare for their classes in advance. A survey was conducted on the participating professors and students (semester of August-December 2019) to quantify the effectiveness of the Flipped Learning technique. The students reported it as an excellent way of improving their learning aptitude, including self-learning whereas, the professors felt it as an efficient technique for optimizing their class session, which also provided an extra slot for class-interaction. A comparison of grades was analyzed between the students of the traditional classes and with Flipped Learning. It did not distinguish the benefits of Flipped Learning. However, the positive responses from the students and the professors provide an impetus for continuing and promoting the Flipped Learning technique in future classes.

• Keywords:
• Flipped learning
• laboratory classes
• educational innovation
• civil engineering
• higher education
• competences.

Extending the Flipped Classroom Approach: Using Technology in Module Delivery to Students of English Language and Literature at the British University in Egypt

Year: 2019 Volume: 13 Issue: 7 1089 - 1095 Pages

• Authors:
• Azza Taha Zaki

Abstract: Technology-enhanced teaching has been in the limelight since the 90s when educators started investigating and experimenting with using computers in the classroom as a means of building 21st. century skills and motivating students. The concept of technology-enhanced strategies in education is kaleidoscopic! It has meant different things to different educators. For the purpose of this paper, however, it will be used to refer to the diverse technology-based strategies used to support and enrich the flipped learning process, in the classroom and outside. The paper will investigate how technology is put in the service of teaching and learning to improve the students’ learning experience as manifested in students’ attendance and engagement, achievement rates and finally, students’ projects at the end of the semester. The results will be supported by a student survey about relevant specific aspects of their learning experience in the modules in the study.

• Keywords:
• Attendance
• British University
• Egypt
• flipped
• student achievement
• student-centred
• student engagement
• students’ projects.