Reference : Flipped classes and enriched skeleton maps to foster deep and interactive learning in...
Scientific congresses and symposiums : Paper published in a book
Engineering, computing & technology : Architecture
http://hdl.handle.net/2268/201450
Flipped classes and enriched skeleton maps to foster deep and interactive learning in engineering education
English
Attia, Shady mailto [Université de Liège > Département ArGEnCo > Techniques de construction des bâtiments >]
Detroz, Pascal mailto [Université de Liège > > IFRES >]
5-Sep-2016
BUILDING A CIRCULAR ECONOMY TOGETHER
Mazijn
Univeriste de Bruges
D/2016/14.073/1
Yes
Yes
International
978-90-903-0131-0
Bruges
Belgium
8th Conference on engineering education for sustainable development, EESD 2016, 4-7 September, Bruges, Belgium
05-07 September 2016
Univeriste de Bruges
Bruges
Belgium
[en] blended learning ; architectural engineering ; methodological skills ; mini concepts ; ESM
[en] This paper reports the initial experience of applying the enriched skeleton mapping technique as innovative and meaningful learning methods within a flipped class teaching setting. Driven by the low confidence and autonomy of many undergraduates; this study focus on stimulating collaboration and interactive learning. The study was performed in a course labeled ‘sustainable building construction technology’ of the Bachelor of Architectural Engineering program at Liege University (Ulg). First year and second year students, were assigned to an experimental group of 27 students and a control group of 8. In the experimental group, students worked together in pairs on mini-concepts and created enriched skeleton maps for the course content. The control group received a regular ex-cathedra course. The results show that students who used the enriched skeleton mapping technique were more engaged and outperformed the control group. Enriched skeleton concept mapping fostered deep learning and resulted in a better understanding of the course mini concepts in addition to the course structure and domain. Students of the enriched skeleton mapping found learning to be more ‘useful, stimulating and more engaging’, whereas students of the congenital ex-cathedra curriculum found learning to be ‘passive and boring’. A combination of both techniques may provide the most effective training for undergraduate engineering students.
Sustainable Buildings Design Lab
Researchers ; Professionals
http://hdl.handle.net/2268/201450
http://www.eesd2016.be
http://instituutvoorduurzameontwikkeling.be/fileadmin/user_upload/eesd2016_proceedings.pdf

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Open access
Attia_S _EESD2016_Flipped classes and enriched skeleton mapping to foster deep.pdfPublisher postprint166.47 kBView/Open

Bookmark and Share SFX Query

All documents in ORBi are protected by a user license.