BRIDGING THE GAP BETWEEN THEORIES AND APPLICATIONS IN TEACHING ENGINEERING MECHANICS SUBJECTS VIA MOBILE LAB AND FLIPPED CLASSROOM

Abstract

There is a paradigm shift taking place in the academy, in which the focus is moving from faculty and their teaching to learners and their learning. Efforts to improve learner learning include a variety of innovative pedagogical approaches (such as cooperative learning, problem-based learning, and technology-enhanced education, etc.). Most engineering lecturers who teach engineering mechanics subjects, specifically Statics and Dynamics courses are used to teach this subject in lecture form only and no labs are included. This research however suggests a teaching technique that could reduce or eliminate the gap between theories and applications in teaching engineering mechanics subjects through achieving a lecture/lab hybrid classroom environment where mobile lab illustration along with flipped classroom method (Hybrid Class) are implemented for more learners’ engagement (students-cantered learning) and better teaching technique that covers both visual/practical and auditory/theory learning styles. In the flipped classroom, the lecturer is available to learners at home through videos or internet based lectures and class time is used to complete homeworkâ€like assignments. By moving instruction to the home and homework to the class, learners are given more one-on-one time with their lecturer to work through their assignments and the role of the academic staff was flipped from a lecturer to an instructor. During class time, mobile lab toolkits are used to further illustrate the main concepts of the given subject and the instructor asks the learners to start an experiment by discussing with their peers and make a prediction of the outcome of that experiment. Results showed a positive effect on the learners’ performance and competency after implementing this teaching and learning technique. It has also shown that a higher level of problem difficulty can be presented during the class to encourage a mutual group discussion and prepare the learner to problem-based learning (PBL) teaching approach.