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DOI: 10.15507/1991-9468.100.024.202003.453-464
Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course
Rubina Dutta
Assistant Professor of the Department of Electronics & Communication Engineering, Chitkara University (Chandigarh-Patiala National Highway, Punjab 140401, India), Ph.D. Scholar, ORCID: https://orcid.org/0000-0001-9686-8936, This email address is being protected from spambots. You need JavaScript enabled to view it.
Archana Mantri
Pro Vice Chancellor of Chitkara University (Chandigarh-Patiala National Highway, Punjab 140401, India), Professor, Ph.D., ORCID: https://orcid.org/0000-0002-1036-3214, This email address is being protected from spambots. You need JavaScript enabled to view it.
Gurjinder Singh
Assistant Professor of the Department of Electronics and Communication Engineering, Chitkara University (Chandigarh-Patiala National Highway, Punjab 140401, India), Ph.D., ORCID: https://orcid.org/0000-0002-0108-3042, This email address is being protected from spambots. You need JavaScript enabled to view it.
Shivani Malhotra
Dean of the Department of Electronics & Communication Engineering, Chitkara University (Chandigarh-Patiala National Highway, Punjab 140401, India), Professor, Ph.D., ORCID: https://orcid.org/0000-0001-8644-4689, Scopus ID: 57217856087, This email address is being protected from spambots. You need JavaScript enabled to view it.
Amit Kumar
Assistant Professor of the Department of Electronics & Communication Engineering, Chitkara University (Chandigarh-Patiala National Highway, Punjab 140401, India), Ph.D. Scholar, ORCID: https://orcid.org/0000-0002-0642-5419, Scopus ID: 57216511725, This email address is being protected from spambots. You need JavaScript enabled to view it.
Introduction. Various educational institutes follow various approaches to teaching-learning. Compared to the conventional learning approach, a flipped learning/inverted classroom approach was chosen to test students’ variability in academic performance and level of motivation through the ARCS model (attention, significance, confidence, satisfaction).
Materials and Methods. Keller’s Motivation Survey of Instructional Materials was selected to assess the effect (in terms of motivation) of the flipped approach on the students. Keller’s ARCS motivation model was the basis for this survey which includes four motivational factors: attention, significance, confidence, and satisfaction. The multiple-choice test was conducted to measure the students’ academic performance. Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference.
Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference.
Discussion and Conclusion. The researchers’ key goal, according to previous reports, is to integrate various teaching-learning approaches in primary, secondary, k-12, etc.; engineering education has yet to be explored. The research aims to determine the level of academic achievement and motivation of the second year B. E. students for digital electronics course in the flipped learning approach as opposed to conventional teaching approach. The results can be bettered by incorporating parameters such as students’ perception, learning attitude, critical thinking skills, etc.
Keywords: active learning, flipped learning, digital electronics, the motivational model, traditional approach, millenial learners
Acknowledgements. The authors would like to thank the students who participated i n the survey.
For citation: Dutta R., Mantri A., Singh G., Malhotra S., Kumar A. Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course. Integratsiya obrazovaniya = Integration of Education. 2020; 24(3):453-464. DOI: https://doi.org/10.15507/1991-9468.100.024.202003.453-464
Сontribution of authors:
Rubina Dutta – performed the first draft of the manuscript; conducted the activities; collected and analyzed the data.
Shivani Malhotra and Amit Kumar – contributed to the planning of the activities for the flipped classroom approach and worked as one of the instructors while conduc ting the activity.
Archana Mantri and Gurjinder Singh – provide valuable feedback and supervision for whole research work and manuscript.
All authors have read and approved the final manuscript.
Submitted 22.01.2020; revised 18.06.2020; published online 30.09.2020.
This work is licensed under a Creative Commons Attribution 4.0 License.
