Teaching as coaching: Experiences with a video-baed flipped classroom combined with project-based approach in technology and physics higher education

Abstract

The role of faculty in higher education as knowledge disseminators within the knowledge and digital society can be completely redefined. This paper presents results from a video-based flipped classroom approach combined with a project-oriented learning arrangement. I show that videos combined with a project-based learning setting can be a powerful tool to facilitate the shift from knowledge dissemination to knowledge appropriation. Besides, results show a high level of student's satisfaction and achievement during the course. The competences obtained by the students during the course reach far beyond those possible in a similar course with a traditional teaching approach.

Keywords

• active learning, video-based, flipped-classroom
• project-based, higher education on energy and technology