Introducing an instructional model for "flipped engineering classrooms" -Part (II): How do group discussions foster meaningful learning?

Jia Ling Lin, Paul J Imbertson, Tamara J. Moore

Research output: Contribution to journalConference articlepeer-review

9 Scopus citations

Abstract

This study focuses on research questions concerning how a newly designed Four-Practice instructional model helps students learn in "flipped classrooms". It examines in-classroom learning and analyzes how group discussions influence student learning. Problem-centered pedagogies employed in the new instructional model are found to engage students in collaborative dialogues during group discussions. Discussion discourse functions as a heuristic teaching and learning tool that supports students' learning of content knowledge and skills in meaningful ways. The pilot instructional model helps build a learning community that promotes the development of cognitive abilities through joint efforts between the instructor and students.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - Jan 1 2014
Event121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education - Indianapolis, IN, United States
Duration: Jun 15 2014Jun 18 2014

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