Towards an inclusive Flipped Classroom in Civil Engineering

Keywords –Flipped Classroom, Universal Design for Learning, Civil Engineering, Technology Enhanced Learning.This presentation outlines the transformation of the delivery of a first year civil engineering module from a... [ view full abstract ]

Keywords –Flipped Classroom, Universal Design for Learning, Civil Engineering, Technology Enhanced Learning.

This presentation outlines the transformation of the delivery of a first year civil engineering module from a traditional “talk and chalk” model to one which utilises the flipped approach. Central to this is the adoption of an inclusive approach to cater for the diversity within the student population. It shows how use is made of recent advances in technology to provide resources which facilitate independent learning by the students. The focus of this presentation is on the use of the flipped approach within the module. It shows how an incremental approach to adapting a module can result in significant change over time. It describes and evaluates the interventions that were applied to the module and signposts the challenges faced as well as providing solutions to them. Further opportunities for improving the module are identified and a strategy and timeframe for their implementation is formulated.

The journey unintentionally commenced in 2012 with the uploading of a small number of short videos onto the Institutes Moodle platform. Students engaged with these videos and requested more on other topics which were provided. In 2014, on becoming familiar with the concept of the flipped classroom, it was decided to adopt this approach. This involved a philosophical shift away from the transmission mode of teaching to one which facilitates and promotes independent learning. Since then this methodology has been extended to cover most of the module. Concurrent with this, a technology facilitated, structured and formalised regime of formative feedback was introduced. Peer learning was encouraged and opportunities to facilitate this were provided

This presentation concludes that an incremental approach to improving the delivery of a module can result in significant change over time, enriching student engagement and enhancing of the student experience.