1. Using The Flipped Classroom To Engender Collaborative Learning
Dr Ben Drew
Senior Lecturer
Mechanical and Automotive Engineering
Presented by:
Tim Lovegrove
Ben Collinson
Level 3 Mechanical Engineering Students
7th June 2018

2. Outline The context — where engineering education is
Some theory — what is the flipped approach?
Implementation in large Mechanical and Automotive Engineering Level 3 module
Evaluation — formal module evaluation

3. Context Traditional approach: Large group lectures
Small group unstructured tutorials
There are issues:
One-way delivery
Passive learning
’One size fits all’ approach
Mastering the topic is unsupported and independent
Lectures are no doubt efficient, can address large groups in little time. But have well publicised issues…
Research shows that students remember as little as 10% of their lectures just days afterwards.
A Harvard study in 2014 found that, on average, attendance at lectures falls from 79% at the start of term to 43% at the end.
Research has consistently shown that learning is more permanent and meaningful when learners take a more active role in the process (Sojka 1992).

4. The Theory Flipped Traditional Bloom’s Taxonomy
Bloom B., Krathwohl D. & Masia B. (1964), Taxonomy of educational objectives, London: Longman
Bloom’s Taxonomy
Adapted from: Williams, B. (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE

5. The Theory Flipped Traditional Bloom’s Taxonomy
Students and teachers work together during the university day on these levels of learning
Bloom B., Krathwohl D. & Masia B. (1964), Taxonomy of educational objectives, London: Longman
Bloom’s Taxonomy
Adapted from: Williams, B. (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE

6. Implementation
Level 3 Mechanical Engineering Module: “Vibrational Dynamics”
Approximately 100 students
Lots of maths
Two hour session with whole cohort
One hour small group structured tutorials

7. Pre-Study Material Course Notes: Exercises at the end of each chapter
In-Class-Questions and worked examples
Online resources
Bite-sized videos-lectures, deeply integrated with notes
Timed release of content in Blackboard
Online e-assessment to award engagement with content

8. The Teaching Session
High level plan of session: detailed and structured
Facilitated session with whole cohort
Not focussed on delivering content
Frequent use of Turning Point/Responseware
In-class questions, students encouraged to work together to solve problems
Worked examples
Cohort size has necessitated use of tier lecture theatre, (but this has been rectified for AY)
Talk about complexity of examples afforded by familirity with content

9. The Structured Tutorials
In TEAL rooms
Students working in groups, with computer if needed
Working on an exam level question
Working together to solve problem — peer supported/collaborative learning
Tutor helping, giving pointers to groups
Using computer (MATLAB) to validate and visualise results
Last 15 minutes to go through model solution

10. Evaluation Through formal module evaluation
Students overwhelmingly favour this implementation of flipped delivery
Desire to spread practice to more modules
Common themes:
Leaving sessions having learnt something
Increased understanding of the content
Doing revision and realising they’ve already grasped the concepts
Really positive about the teaching material (course notes, revision material, videos, solutions)
Desire for more modules to use approach
“The best module I’ve had at UWE”!

11. Evaluation
These are the results of the Likert scale questions — 11 of the 13 categories are above 80% agree and strongly agree. The two that are not are not relevant to the module — there is no need to use the library and there is no coursework element, so feedback during the module is not formally provided. Overall satisfaction with the module is 100%.

12. Contact Ben Drew at: benjamin.drew@uwe.ac.uk
Thank you!
Any questions?
Contact Ben Drew at: