Abstract
University-wide decisions are rarely made from purely pedagogical motivations so it was that the institutional pressure to use a flipped learning environment was driven by the objective of reducing face-to-face teaching time. In response to this pressure, I started flipping part of a first year civil engineering subject in the spring semester (September, October and November) of 2013. I have subsequently flipped this subject for both semesters in 2014. Since this subject, Engineering Mechanics, traditionally has a high failure rate, I saw it as an appropriate subject to trial a new approach so that I could comment on the institutional initiative from a position informed by personal experience. A flipped learning environment also appeared to align with the collaborative learning framework developed progressively over several years by Dr. Keith Willey and myself (see Fig. 10.1), and this guided the overall subject design. This chapter is an explanation of how I use the collaborative learning framework to support a flipped learning environment.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Amresh, A., Carberry, A., & Femiani, J. (2013). Evaluating the effectiveness of flipped classrooms for teaching CS1. In Proceedings of 2013 IEEE Frontiers in Education Conference, Oklahoma (pp. 733–735). October 23–26.
Bishop, J., & Verleger, M. (2013). The flipped classroom: A survey of the research. In Proceedings of the 120th ASEE Annual Conference, Atlanta. June 23–26.
Blackboard Learning, http://www.blackboard.com/Platforms/Learn/Overview.aspx http://www.blackboard.com/learning-management-system/blackboard-learn.aspx
Everett, J., Morgan, J., Mallouk, K., & Stanzione, J. (2014). A hybrid flipped first year engineering course. In Proceedings of the 6th First Year Engineering Experience Conference, College Station Texas (pp. F2C1–6). August 7–8.
Gardner, A., Willey, K., Vassalas, K., & Li, J. (2014). Experiences with flipped learning in subjects in consecutive stages of a civil engineering programme. In Proceedings of the 2014 Conference of the Australasian Association for Engineering Education, Wellington, NZ. December 8–10.
Litzinger, et al. (2010). A cognitive study of problem solving in statics. Journal of Engineering Education, 99(4), 337–353.
Lord, T. (1994). Using constructivism to enhance student learning in college biology. Journal of College Science Teaching, 23(6), 346–348.
Marton, F., & Booth, S. A. (1997). Learning and awareness. Psychology Press.
Mazzolini, P., & Daniel, S. (2014). The use of active learning methods in introductory electronics deliver positive learning outcomes, yet some academics still resist change. In Proceedings of the 12th Asia Pacific Physics Conference, Japan (pp. 017006-1–017006-7). July 14–19.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Rooney, D., Willey, K., Gardner, A., Boud, D., Reich, A., & Fitzgerald, T. (2014). Engineers’ professional learning: Through the lens of practice. In B. Williams, J. Figueiredo, & J. Trevelyan (Eds.), Engineering practice in a global context: Understanding the technical and the social (pp. 265–283). Leiden, The Netherlands: CRC Press/Balkema.
Willey, K., & Gardner, A. (2012). Collaborative learning frameworks to promote a positive learning culture. In Proceedings of 2012 Frontiers in Education Conference, Seattle, USA. October 4–6.
Willey, K., & Gardner, A. (2014). Impact of student’s goal orientation in a flipped learning environment. In Proceedings of the 2014 conference of the Australasian Association for Engineering Education, Wellington, NZ. December 8–10.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Gardner, A. (2017). Flipping on a Shoestring: A Case Study of Engineering Mechanics at the University of Technology Sydney. In: Reidsema, C., Kavanagh, L., Hadgraft, R., Smith, N. (eds) The Flipped Classroom. Springer, Singapore. https://doi.org/10.1007/978-981-10-3413-8_10
Download citation
DOI: https://doi.org/10.1007/978-981-10-3413-8_10
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-3411-4
Online ISBN: 978-981-10-3413-8
eBook Packages: EducationEducation (R0)