Contextualising the Learner-Centric MOOCs Model for Effective Blending of Flipped-Classroom Method in Engineering Physics Course

Abstract

This study focuses on contextualising the Learner-Centric MOOCs (LCM) model for an effective blending of flipped-classroom strategy alongside the in-class traditional lecturing in an undergraduate engineering physics course. The research design employed in this study is a single group, pre-test, post-test analysis. The main research problem being addressed in this study is does the flipped contents when integrated with LCM based structured learning activities lead to an improved engagement of students, thereby increasing the conceptual understanding. First, the students were primed for one full semester to get adapted with the flipped classroom method as well as the LCM activity formats. Further, few key interventions were prompted such as giving incentives, grouping, counselling of low engaged and performers, support materials, NPTel based resources, etc across the first few modules, with an aim to improve the out-of-class engagement. Our results showed that the engagement and learning effectiveness showed considerable improvement upon priming following the key interventions. Further, the students showed positive perception of learning, engagement and usefulness towards this blended technique. Few recommendations are provided for the other teachers who would like to adopt the contextualize improvisation of the LCM model for their flipped teaching-learning practices.