In the evolving landscape of modern education, the importance of self-directed learning continues to gain significance, particularly in postgraduate engineering programs. It is recognized as a fundamental element of lifelong learning and professional development. Yet, traditional learning methods have often been criticized for their monotonous nature, which has driven the need for transformation in the educational experience.
This project utilizes flipped micro-modules to empower postgraduate students and explore their engagement with this innovative approach. These micro-modules consist of pre-class mini-lessons introducing key concepts through an interactive e-learning tool called “Evolve”, followed by in-class peer-led discussions and activities. The study is designed to be inclusive, catering to students from various backgrounds, and emphasizes the utilization of educational technology trends to shape the future of education.
This research unfolds in three interconnected stages. First, participants share their past experiences with self-directed learning through a survey. Second, their feedback on flipped micro-modules is gathered, encompassing both asynchronous mini-lessons and synchronous sessions. Lastly, student engagement is examined through learning analytics data from the university's Minerva system, safeguarding anonymity throughout.
The data collected from this pilot study is expected to enable conclusions about the effectiveness of flipped micro-modules in promoting self-directed learning. Furthermore, the study may shed light on the influence of this approach on students' academic performance and their overall learning experience. Insights gained from this study have the potential to reshape educational policies, enhance teaching methods, and create a more diverse and inclusive learning environment. The findings will contribute to reshaping educational practices, benefiting both current and future students.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)