Title: A flipped classroom to personalise learning for engineering students

Authors: Thi Thuy Hang Bui; Amrita Kaur; Tran Van Hung

Addresses: School of Engineering Pedagogy, Hanoi University of Science and Technology, 1 Dai Co Viet, Hai Ba Trung District, Hanoi, Vietnam ' School of Psychology, College of Liberal Arts, Wenzhou-Kean University, 88 Daxue Rd, Ouhai District, Wenzhou, Zhejiang, China ' Faculty of Information Technology, College of Education, Danang University, 459 Ton Duc Thang District, Da Nang, Vietnam

Abstract: Flipped classrooms, also known as reversed or inverted classroom, has attracted widespread attention in higher education for active engagement and enhanced learning outcomes. It is proposed in the literature that flipped classroom promotes self-directed learning and can facilitate a personalised learning experience for students. The current study employed a pre-post experimental design to test the effectiveness of a soft skills course designed based on the flipped classroom model. A total of 155 (44 female, 111 male) students with a mean age of 20.35 years participated in this study. A paired t-test analysis showed significant differences in students' reports of self-directed learning, personalised learning, learning engagement, and assessment between pre-test and post-test. The findings have implications for promoting the flipped classroom model for engineering education students for enhanced engagement, acquisition of soft skills, and self-regulation.

Keywords: teaching and learning; engineering education; flipped classroom; self-directed learning; personalised learning.

DOI: 10.1504/IJLT.2022.125082

International Journal of Learning Technology, 2022 Vol.17 No.2, pp.97 - 114

Received: 05 Nov 2021
Accepted: 15 Feb 2022
Published online: 25 Aug 2022 *

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