NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177554
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0304-3797
Utilising Database-Driven Interactive Software to Enhance Independent Home-Study in a Flipped Classroom Setting: Going beyond Visualising Engineering Concepts to Ensuring Formative Assessment
Comerford, Liam; Mannis, Adam; DeAngelis, Marco; Kougioumtzoglou, Ioannis A.; Beer, Michael
European Journal of Engineering Education, v43 n4 p522-537 2018
The concept of formative assessment is considered by many to play an important role in enhancing teaching in higher engineering education. In this paper, the concept of the flipped classroom as part of a blended learning curriculum is highlighted as an ideal medium through which formative assessment practices arise. Whilst the advantages of greater interaction between students and lecturers in classes are numerous, there are often clear disadvantages associated with the independent home-study component that complements timetabled sessions in a flipped classroom setting, specifically, the popular method of replacing traditional classroom teaching with video lectures. This leads to a clear lack of assurances that the cited benefits of a flipped classroom approach are echoed in the home-study arena. Over the past three years, the authors have sought to address identified deficiencies in this area of blended learning through the development of database-driven e-learning software with the capability of introducing formative assessment practices to independent home-study. This paper maps out aspects of two specific evolving practices at separate institutions, from which guiding principles of incorporating formative assessment aspects into e-learning software are identified and highlighted in the context of independent home-study as part of a flipped classroom approach.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Liverpool); New York (New York)
Grant or Contract Numbers: N/A