Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Production |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-65132017000200321 |
Resumo: | Abstract In recent years, Flipped Classroom started to be used as an effective way of teaching Engineering among various strategies in higher education. However, enabling and using the flipped learning is a complicated task, not a straightforward goal that can be simply achieved through a combination of face-to-face and online activities. It requires a more sophisticated understanding of effective teaching methods to manage the shift from the traditional to the flipped learning and the optimum adaptation of technology as part of this change. Given this challenge, this research work provides a personalized model of the flipped classroom and investigates through a case study in an Engineering School how our approach can be used to improve teaching of Information and Communication Technology (ICT) Engineering. It assesses by using empirically data related to the interaction of the various actors at different levels of abstraction, particularly from a gender perspective, the relevance and the impact of the flipped classroom on student learning and achievement in ICT Engineering Education. |
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Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case studyFlipped classroomEngineering educationICTGender sensitive teachingAbstract In recent years, Flipped Classroom started to be used as an effective way of teaching Engineering among various strategies in higher education. However, enabling and using the flipped learning is a complicated task, not a straightforward goal that can be simply achieved through a combination of face-to-face and online activities. It requires a more sophisticated understanding of effective teaching methods to manage the shift from the traditional to the flipped learning and the optimum adaptation of technology as part of this change. Given this challenge, this research work provides a personalized model of the flipped classroom and investigates through a case study in an Engineering School how our approach can be used to improve teaching of Information and Communication Technology (ICT) Engineering. It assesses by using empirically data related to the interaction of the various actors at different levels of abstraction, particularly from a gender perspective, the relevance and the impact of the flipped classroom on student learning and achievement in ICT Engineering Education.Associação Brasileira de Engenharia de Produção2017-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-65132017000200321Production v.27 n.spe 2017reponame:Productioninstname:Associação Brasileira de Engenharia de Produção (ABEPRO)instacron:ABEPRO10.1590/0103-6513.227416info:eu-repo/semantics/openAccessAqqal,AbdelhakElhannani,AsmaaHaidine,AbdelfattehDahbi,Azizeng2017-07-24T00:00:00Zoai:scielo:S0103-65132017000200321Revistahttps://www.scielo.br/j/prod/https://old.scielo.br/oai/scielo-oai.php||production@editoracubo.com.br1980-54110103-6513opendoar:2017-07-24T00:00Production - Associação Brasileira de Engenharia de Produção (ABEPRO)false |
dc.title.none.fl_str_mv |
Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study |
title |
Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study |
spellingShingle |
Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study Aqqal,Abdelhak Flipped classroom Engineering education ICT Gender sensitive teaching |
title_short |
Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study |
title_full |
Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study |
title_fullStr |
Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study |
title_full_unstemmed |
Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study |
title_sort |
Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study |
author |
Aqqal,Abdelhak |
author_facet |
Aqqal,Abdelhak Elhannani,Asmaa Haidine,Abdelfatteh Dahbi,Aziz |
author_role |
author |
author2 |
Elhannani,Asmaa Haidine,Abdelfatteh Dahbi,Aziz |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Aqqal,Abdelhak Elhannani,Asmaa Haidine,Abdelfatteh Dahbi,Aziz |
dc.subject.por.fl_str_mv |
Flipped classroom Engineering education ICT Gender sensitive teaching |
topic |
Flipped classroom Engineering education ICT Gender sensitive teaching |
description |
Abstract In recent years, Flipped Classroom started to be used as an effective way of teaching Engineering among various strategies in higher education. However, enabling and using the flipped learning is a complicated task, not a straightforward goal that can be simply achieved through a combination of face-to-face and online activities. It requires a more sophisticated understanding of effective teaching methods to manage the shift from the traditional to the flipped learning and the optimum adaptation of technology as part of this change. Given this challenge, this research work provides a personalized model of the flipped classroom and investigates through a case study in an Engineering School how our approach can be used to improve teaching of Information and Communication Technology (ICT) Engineering. It assesses by using empirically data related to the interaction of the various actors at different levels of abstraction, particularly from a gender perspective, the relevance and the impact of the flipped classroom on student learning and achievement in ICT Engineering Education. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-65132017000200321 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-65132017000200321 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/0103-6513.227416 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Engenharia de Produção |
publisher.none.fl_str_mv |
Associação Brasileira de Engenharia de Produção |
dc.source.none.fl_str_mv |
Production v.27 n.spe 2017 reponame:Production instname:Associação Brasileira de Engenharia de Produção (ABEPRO) instacron:ABEPRO |
instname_str |
Associação Brasileira de Engenharia de Produção (ABEPRO) |
instacron_str |
ABEPRO |
institution |
ABEPRO |
reponame_str |
Production |
collection |
Production |
repository.name.fl_str_mv |
Production - Associação Brasileira de Engenharia de Produção (ABEPRO) |
repository.mail.fl_str_mv |
||production@editoracubo.com.br |
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1754213154420686848 |