Students have different learning approaches and acquire knowledge in different ways owing to their varied perceptions and grasping abilities. Treating students equally, following the traditional teacher-cantered approach, may not be effective and calls for innovations in knowledge dissemination. This article takes a student-centric approach to implement a ‘flipped classroom’ model in an engineering course for constructivism (i.e. experience-based learning), and students' personalized learning. The performance of the flipped classroom approach is compared with the traditional lecturing approach using four lenses: students' grades, students' reflection using three surveys at different stages during the semester, teacher’s observation, and peer observation. In most of the existing approaches, analysis of the qualitative survey data is performed manually without computer assistance, and therefore these are criticized for being primeval and instinctive. In this research, a novel approach, based on fuzzy logic, is devised to evaluate the qualitative survey responses from the students. It is shown in this research, that the linguistic survey responses can be summarized in an index more meaningfully using a fuzzy logic-based approach. The results further showed that the flipped classroom model helped students to improve their grades and enhance engagements with their teacher and their peers. Increased interaction, during interactive class activities, was instrumental in evolving students’ problem-solving and critical analysis skills towards better learning experiences. Furthermore, students’ survey results, analyzed using the novel fuzzy indexing and a non-parametric statistical test showed that the intervention in the form of flipped classes was effective and found to be statistically significant. The findings of this study may help other academics, endeavoring for experience-based, and students' personalized learning.
|Number of pages||19|
|Journal||International Journal of Educational Technology in Higher Education|
|Publication status||Published - 18 Dec 2020|