Version 1
: Received: 29 May 2024 / Approved: 30 May 2024 / Online: 30 May 2024 (13:21:43 CEST)
Version 2
: Received: 3 June 2024 / Approved: 3 June 2024 / Online: 4 June 2024 (08:17:45 CEST)
How to cite:
Ożadowicz, A. Blended Learning and Flipped Classroom in Higher Engineering Education: Students' Perception in the Post-COVID-19 Period. Preprints2024, 2024052042. https://doi.org/10.20944/preprints202405.2042.v1
Ożadowicz, A. Blended Learning and Flipped Classroom in Higher Engineering Education: Students' Perception in the Post-COVID-19 Period. Preprints 2024, 2024052042. https://doi.org/10.20944/preprints202405.2042.v1
Ożadowicz, A. Blended Learning and Flipped Classroom in Higher Engineering Education: Students' Perception in the Post-COVID-19 Period. Preprints2024, 2024052042. https://doi.org/10.20944/preprints202405.2042.v1
APA Style
Ożadowicz, A. (2024). Blended Learning and Flipped Classroom in Higher Engineering Education: Students' Perception in the Post-COVID-19 Period. Preprints. https://doi.org/10.20944/preprints202405.2042.v1
Chicago/Turabian Style
Ożadowicz, A. 2024 "Blended Learning and Flipped Classroom in Higher Engineering Education: Students' Perception in the Post-COVID-19 Period" Preprints. https://doi.org/10.20944/preprints202405.2042.v1
Abstract
The period of the COVID-19 pandemic resulted in a rapid development of innovative education methods, in particular using e-learning and remote work tools. The effects of this development are also post-pandemic changes in formal teaching regulations, in particular in higher education, allowing classes and lectures to be carried out with Blended Learning or Flipped Classroom methods. This paper provides information about a case study of implementing ICT technologies with elements of the mentioned methods in one of the subjects at a technical university. The implemented tools and solutions in the field of e-learning and interactivity are presented, along with information regarding their perception by students during two academic years in the post-COVID-19 period. The analysis of results of these information and student evaluations indicates their generally positive approach to such innovations in the educational path, and at the same time shows significant challenges for teachers to increase the attractiveness and effectiveness of the teaching process and the development of practical, technical skills of students.
Engineering, Electrical and Electronic Engineering
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
