Utilising database-driven interactive software to enhance independent home-study in a flipped classroom setting: going beyond visualising engineering concepts to ensuring formative assessment

Comerford, Liam, Mannis, Adam, DeAngelis, Marco, Kougioumtzoglou, Ioannis A and Beer, Michael ORCID: 0000-0002-0611-0345 (2018) Utilising database-driven interactive software to enhance independent home-study in a flipped classroom setting: going beyond visualising engineering concepts to ensuring formative assessment. EUROPEAN JOURNAL OF ENGINEERING EDUCATION, 43 (4). pp. 522-537.

Text EJEE_Manuscript.pdf - Author Accepted Manuscript Download (732kB)

Abstract

The concept of formative assessment is considered by many to play an important role in enhancing teaching in higher engineering education. In this paper, the concept of the flipped classroom as part of a blended learning curriculum is highlighted as an ideal medium through which formative assessment practices arise. Whilst the advantages of greater interaction between students and lecturers in classes are numerous, there are often clear disadvantages associated with the independent home-study component that complements timetabled sessions in a flipped classroom setting, specifically, the popular method of replacing traditional classroom teaching with video lectures. This leads to a clear lack of assurances that the cited benefits of a flipped classroom approach are echoed in the home-study arena. Over the past three years, the authors have sought to address identified deficiencies in this area of blended learning through the development of database-driven e-learning software with the capability of introducing formative assessment practices to independent home-study. This paper maps out aspects of two specific evolving practices at separate institutions, from which guiding principles of incorporating formative assessment aspects into e-learning software are identified and highlighted in the context of independent home-study as part of a flipped classroom approach.

Item Type:	Article
Additional Information:	peerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=ceee20
Uncontrolled Keywords:	Flipped classroom, formative assessment, e-learning, interactive video lectures, independent study, learner engagement, student feedback
Depositing User:	Symplectic Admin
Date Deposited:	13 Jun 2017 07:14
Last Modified:	19 Jan 2023 07:03
DOI:	10.1080/03043797.2017.1293617
Related URLs:	Author Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3007956