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Advisor(s)
Abstract(s)
Learning in the laboratory is essential in engineering education, but the massification of higher education makes it difficult. Educational technology has opened new possibilities and current trends comprise active methodologies supported by information communication technology, like the flipped pedagogical model. In a mechanical engineering programme in Portugal, curricular changes eliminated all laboratory classes on fluids and heat. To address the need for a hands-on component, optional flipped laboratory activities in thermodynamics were made available to the students. Because these activities require specific resources, like procedures without which they cannot be carried out, this action research aims to evaluate the feasibility of using the flipped approach for their implementation and to identify the type of resources that students perceive as most useful. Thirty-one students attended the activities, which proved to be feasible and which they perceived as contributing to their learning, despite interest being low, and decreasing throughout the semester. The evaluation by the students at the end of each laboratory session proved to be appropriate to the action research methodology. As for the resources, the written procedure is an essential element for laboratory activities and video is a good complement, but it does not replace it.
Description
Keywords
Higher Education Engineering Education Flipped Teaching Laboratory Practice
Citation
Correia Duarte, M.I.F., Coelho Monteiro, M. (2023). Perceptions of Mechanical Engineering Students Regarding Flipped Laboratory Activities. In: García-Peñalvo, F.J., García-Holgado, A. (eds) Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality. TEEM 2022. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-99-0942-1_48
Publisher
Springer