A Hybrid-Flipped Classroom Approach: Students’ Perception and Performance Assessment

Abstract

This study presents an improved hybrid-flipped classroom (hybrid-FC) education method based on technology-enhanced learning (TEL) along with diluted classes for a course on probability and random processes in engineering. The proposed system was implemented with the participation of two student groups who alternated weekly between attending face-to-face activities and fully online classes as a sanitary measure during the pandemic. The education model was combined with the flipped classroom (FC) approach in order to improve the quality of learning and address the negative effects of remote education. Before the lessons, the students studied the course material, filled a question form, and then took a low-stake online quiz. Then, the students attended a session where the questions reported in the forms were discussed, and they took an online problem-solving session followed by an individual quiz. Class sessions were available to both online and face-to-face students, as well as in the form of video recordings for anyone who missed lessons. Qualitatively and quantitatively, the proposed education method proved to be more effective and comprehensive than conventional online methodologies. The students' performances were evaluated via quizzes and exams measuring the achievement of the course learning outcomes (CLOs). Weekly pre/post-tests were applied to examine the students’ progress in each topic. Midterm and final exams were planned to measure the level of success for all course topics. Additionally, the students' perception was assessed with questionnaires and face-to-face interviews. A performance assessment showed an apparent increase in the success rate, and the students' perception was found to be positive.

Keywords

• engineering education
• flipped classroom
• hybrid education
• probability and random processes
• statistical analysis