Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept

Helin Pan; Bo Bao; Jie Huang

doi:doi:10.11648/j.edu.20190803.13

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Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept

Helin Pan, Bo Bao, Jie Huang

Published in Education Journal (Volume 8, Issue 3)

Received: 18 March 2019 Accepted: 8 May 2019 Published: 29 May 2019

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Abstract

Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students’ proactive learning abilities and arouses the learning interest of students in mixing unit operation. The course scoring structure is diversified, covering the preview before class, discussion in class, homework exercises and extended applications after class. Through the investigation and analysis of the teaching situation, we find that most students recognize the role transformation between teaching and learning, are able to adapt to the flipped class mode and satisfied with the teaching effectiveness. Meanwhile, students think that the flipped class mode can increase students' opportunities in independent thinking and problem solving, which is of great benefit to improve their learning ability. The exploration and practice of flipped class mode for “Unit operation of mixing” lecture replaces the “cramming education” teaching style and motivates students creativity. The statistics of survey data on teaching effectiveness shows a high percentage of acceptance, recgonition and perception on the new flipped class mode. The successful implementation of the flipped class mode on the specific lecture also provides insights in other lectures in “Principles of Chemical Engineering”.

Published in	Education Journal (Volume 8, Issue 3)
DOI	10.11648/j.edu.20190803.13
Page(s)	104-109
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Flipped Class, Principles of Chemical Engineering, Mixing

References

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[2]	T. E. Smith, P. S. Rama, and J. R. Helms, “Teaching critical thinking in a GE class: A flipped model,” Think. Ski. Creat., vol. 28, no. November 2017, pp. 73–83, 2018.
[3]	A. K. Wood, R. K. Galloway, R. Donnelly, and J. Hardy, “Characterizing interactive engagement activities in a flipped introductory physics class,” Phys. Rev. Phys. Educ. Res., vol. 12, no. 1, pp. 1–15, 2016.
[4]	Z. Zainuddin, “Students’ learning performance and perceived motivation in gamified flipped-class instruction,” Comput. Educ., vol. 126, pp. 75–88, 2018.
[5]	A. Bakla, “Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study,” Comput. Educ., vol. 125, no. May, pp. 14–38, 2018.
[6]	K. Miller, S. Zyto, D. Karger, J. Yoo, and E. Mazur, “Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class,” Phys. Rev. Phys. Educ. Res., vol. 12, no. 2, pp. 1–12, 2016.
[7]	J. Jovanovic, N. Mirriahi, D. Gašević, S. Dawson, and A. Pardo, “Predictive power of regularity of pre-class activities in a flipped classroom,” Comput. Educ., vol. 134, pp. 156–168, 2019.
[8]	B. Oliván Blázquez et al., “The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university,” PLoS One, vol. 14, no. 4, 2019.
[9]	Y. T. Chen, S. Liou, and L. F. Chen, “The Relationships among Gender, Cognitive Styles, Learning Strategies, and Learning Performance in the Flipped Classroom,” Int. J. Hum. Comput. Interact., vol. 35, no. 4–5, pp. 395–403, 2019.
[10]	L. Tomas, N. (Snowy) Evans, T. Doyle, and K. Skamp, “Are first year students ready for a flipped classroom? A case for a flipped learning continuum,” Int. J. Educ. Technol. High. Educ., vol. 16, no. 1, 2019.
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[13]	A. E. M. Adams, J. Garcia, and T. Traustadottir, “A Quasi Experiment to Determine the Effectiveness of a ‘Partially Flipped’ versus ‘Fully Flipped’ Undergraduate Class in a Genetics and Evolution,” CBE—Life Sci. Educ., vol. 15, pp. 1–9, 2016.
[14]	X. Ma, J. Liang, J. Liu, and X. Li, “An Empirical Study on the Cultivation of Students ’ Innovation Ability by Flipped Classroom,” Educ. J., vol. 7, no. 6, pp. 146–156, 2018.
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APA Style

Helin Pan, Bo Bao, Jie Huang. (2019). Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept. Education Journal, 8(3), 104-109. https://doi.org/10.11648/j.edu.20190803.13

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ACS Style

Helin Pan; Bo Bao; Jie Huang. Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept. Educ. J. 2019, 8(3), 104-109. doi: 10.11648/j.edu.20190803.13

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AMA Style

Helin Pan, Bo Bao, Jie Huang. Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept. Educ J. 2019;8(3):104-109. doi: 10.11648/j.edu.20190803.13

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@article{10.11648/j.edu.20190803.13,
  author = {Helin Pan and Bo Bao and Jie Huang},
  title = {Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept},
  journal = {Education Journal},
  volume = {8},
  number = {3},
  pages = {104-109},
  doi = {10.11648/j.edu.20190803.13},
  url = {https://doi.org/10.11648/j.edu.20190803.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190803.13},
  abstract = {Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students’ proactive learning abilities and arouses the learning interest of students in mixing unit operation. The course scoring structure is diversified, covering the preview before class, discussion in class, homework exercises and extended applications after class. Through the investigation and analysis of the teaching situation, we find that most students recognize the role transformation between teaching and learning, are able to adapt to the flipped class mode and satisfied with the teaching effectiveness. Meanwhile, students think that the flipped class mode can increase students' opportunities in independent thinking and problem solving, which is of great benefit to improve their learning ability. The exploration and practice of flipped class mode for “Unit operation of mixing” lecture replaces the “cramming education” teaching style and motivates students creativity. The statistics of survey data on teaching effectiveness shows a high percentage of acceptance, recgonition and perception on the new flipped class mode. The successful implementation of the flipped class mode on the specific lecture also provides insights in other lectures in “Principles of Chemical Engineering”.},
 year = {2019}
}

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TY  - JOUR
T1  - Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept
AU  - Helin Pan
AU  - Bo Bao
AU  - Jie Huang
Y1  - 2019/05/29
PY  - 2019
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DO  - 10.11648/j.edu.20190803.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 104
EP  - 109
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20190803.13
AB  - Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students’ proactive learning abilities and arouses the learning interest of students in mixing unit operation. The course scoring structure is diversified, covering the preview before class, discussion in class, homework exercises and extended applications after class. Through the investigation and analysis of the teaching situation, we find that most students recognize the role transformation between teaching and learning, are able to adapt to the flipped class mode and satisfied with the teaching effectiveness. Meanwhile, students think that the flipped class mode can increase students' opportunities in independent thinking and problem solving, which is of great benefit to improve their learning ability. The exploration and practice of flipped class mode for “Unit operation of mixing” lecture replaces the “cramming education” teaching style and motivates students creativity. The statistics of survey data on teaching effectiveness shows a high percentage of acceptance, recgonition and perception on the new flipped class mode. The successful implementation of the flipped class mode on the specific lecture also provides insights in other lectures in “Principles of Chemical Engineering”.
VL  - 8
IS  - 3
ER  -

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Author Information

Helin Pan

School of Chemical Engineering, East China University of Science and Technology, Shanghai, China
Bo Bao

School of Chemical Engineering, East China University of Science and Technology, Shanghai, China
Jie Huang

School of Chemical Engineering, East China University of Science and Technology, Shanghai, China

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Plain Text BibTeX RIS

APA Style

Helin Pan, Bo Bao, Jie Huang. (2019). Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept. Education Journal, 8(3), 104-109. https://doi.org/10.11648/j.edu.20190803.13

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ACS Style

Helin Pan; Bo Bao; Jie Huang. Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept. Educ. J. 2019, 8(3), 104-109. doi: 10.11648/j.edu.20190803.13

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AMA Style

Helin Pan, Bo Bao, Jie Huang. Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept. Educ J. 2019;8(3):104-109. doi: 10.11648/j.edu.20190803.13

Copy | Download

@article{10.11648/j.edu.20190803.13,
  author = {Helin Pan and Bo Bao and Jie Huang},
  title = {Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept},
  journal = {Education Journal},
  volume = {8},
  number = {3},
  pages = {104-109},
  doi = {10.11648/j.edu.20190803.13},
  url = {https://doi.org/10.11648/j.edu.20190803.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190803.13},
  abstract = {Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students’ proactive learning abilities and arouses the learning interest of students in mixing unit operation. The course scoring structure is diversified, covering the preview before class, discussion in class, homework exercises and extended applications after class. Through the investigation and analysis of the teaching situation, we find that most students recognize the role transformation between teaching and learning, are able to adapt to the flipped class mode and satisfied with the teaching effectiveness. Meanwhile, students think that the flipped class mode can increase students' opportunities in independent thinking and problem solving, which is of great benefit to improve their learning ability. The exploration and practice of flipped class mode for “Unit operation of mixing” lecture replaces the “cramming education” teaching style and motivates students creativity. The statistics of survey data on teaching effectiveness shows a high percentage of acceptance, recgonition and perception on the new flipped class mode. The successful implementation of the flipped class mode on the specific lecture also provides insights in other lectures in “Principles of Chemical Engineering”.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept
AU  - Helin Pan
AU  - Bo Bao
AU  - Jie Huang
Y1  - 2019/05/29
PY  - 2019
N1  - https://doi.org/10.11648/j.edu.20190803.13
DO  - 10.11648/j.edu.20190803.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 104
EP  - 109
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20190803.13
AB  - Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students’ proactive learning abilities and arouses the learning interest of students in mixing unit operation. The course scoring structure is diversified, covering the preview before class, discussion in class, homework exercises and extended applications after class. Through the investigation and analysis of the teaching situation, we find that most students recognize the role transformation between teaching and learning, are able to adapt to the flipped class mode and satisfied with the teaching effectiveness. Meanwhile, students think that the flipped class mode can increase students' opportunities in independent thinking and problem solving, which is of great benefit to improve their learning ability. The exploration and practice of flipped class mode for “Unit operation of mixing” lecture replaces the “cramming education” teaching style and motivates students creativity. The statistics of survey data on teaching effectiveness shows a high percentage of acceptance, recgonition and perception on the new flipped class mode. The successful implementation of the flipped class mode on the specific lecture also provides insights in other lectures in “Principles of Chemical Engineering”.
VL  - 8
IS  - 3
ER  -

Copy | Download