Flipped Classroom and Reflective Practice for Active Learning during Online Class: An Experience in Engineering Drawing Module

Wangi Pandan Sari(1*), Angelica Helen Saputro(2), Tari Hardiani Safitri(3),

(1) Universitas Gadjah Mada
(2) Universitas Gadjah Mada
(3) Universitas Gadjah Mada
(*) Corresponding Author




DOI: https://doi.org/10.26858/est.v9i2.45428

Abstract


A flipped classroom is a pedagogical approach that reverses the traditional model of learning where students are provided with materials prior to class. Whereas reflective practice is an approach that encourages students to analyze their learning experiences and evaluate their progress in understanding course materials. The COVID-19 pandemic has challenged the traditional model of classroom instruction, leading to a shift in teaching and learning activities toward virtual/remote delivery methods. This study evaluates the flipped classroom approach and reflective practices in Engineering Drawing module. The participants consisted of first year engineering students (n=76). The result fo the study shows positive outcomes from using flipped learning and reflective practice. Students felt that the module provided them with an engaging and challenging learning experience, enhancing not only their technical skills but also their overall learning capabilities

Keywords


Flipped classroom; reflective practice; active learning

Full Text:

PDF

References


Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269–283.

Blaine, A. M. (2019). Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses. Computers & Education, 132, 31–43.

Bruno, A., & Dell’Aversana, G. (2018). Reflective practicum in higher education: the influence of the learning environment on the quality of learning. Assessment & Evaluation in Higher Education, 43(3), 345–358.

Goedhart, N. S., Blignaut-van Westrhenen, N., Moser, C., & Zweekhorst, M. B. M. (2019). The flipped classroom: supporting a diverse group of students in their learning. Learning Environments Research, 22, 297–310.

Griggs, V., Holden, R., Lawless, A., & Rae, J. (2018). From reflective learning to reflective practice: assessing transfer. Studies in Higher Education, 43(7), 1172–1183.

Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction, 12(3), 665–680.

Lo, C. K., Cheung, K. L., Chan, H. R., & Chau, C. L. E. (2021). Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic. Interactive Learning Environments, 1–19.

McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distributed Learning, 10(3).

Patterson, L. M., Carrillo, P. B., & Salinas, R. S. (2012). Lessons from a global learning virtual classroom. Journal of Studies in International Education, 16(2), 182–197.

Priddis, L., & Rogers, S. L. (2018). Development of the reflective practice questionnaire: preliminary findings. Reflective Practice, 19(1), 89–104.

Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, 143, 103682.

Rovai, A. P., & Wighting, M. J. (2005). Feelings of alienation and community among higher education students in a virtual classroom. The Internet and Higher Education, 8(2), 97–110.

Salvador, M.-V. (2021). STUDENTS’PERCEPTIONS OF ESP ACADEMIC WRITING SKILLS THROUGH FLIPPED LEARNING DURING COVID-19. Journal of Language and Education, 7(4 (28)), 107–116.

Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1–12.


Article Metrics

Abstract view : 104 times | PDF view : 1 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Wangi Pandan Sari, Angelica H. Saputro, Tari H. Safitri

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Editorial Office

Journal of Educational Science and Technology
Graduate Program Universitas Negeri Makassar

   

address icon red

 Jl Bonto Langkasa Gunungsari Baru Makassar, 90222 Kampus PPs UNM Makassar Gedung AD Ruang 406 Lt 4, Indonesia  
  jurnalestunm@gmail.com | est.journal@unm.ac.id 
  https://ojs.unm.ac.id/JEST/index 
   085299898201 (WA) 
 

EST Index by: