Innovative Flipped Learning Engagement Model for Technical and Engineering Students in TVET Context

Abstract

The present case study investigated the effects of a Massive Open Online Course (MOOC) based Flipped Learning Engagement (FLE) model approach on students’ overall achievement and problem-solving ability in an undergraduate computer programming course at Universiti Teknikal Malaysia Melaka (UTeM). The existence of MOOCs and various new educational technologies offer a new way in designing flipped learning (FL) for Technical and Vocational Education and Training (TVET). However, guidelines and analysis of the feasibility of MOOC-based flipped learning are still lacking. Other researchers lacked understanding regarding the effectiveness of using MOOCs and flipped learning especially for teaching technology and engineering-based TVET students. Participants are 72 undergraduates’ students taking Programming Techniques courses from technology and engineering faculties. In this study, a quasi-experimental design was used to evaluate the effectiveness of the proposed MOOC-based FLE model approach. The results of the independent t-Test showed that TVET based students who followed the MOOC-based FLE model approach demonstrated better achievement as compared to those in the conventional learning group. In addition, the study revealed that TVET students who learned using the MOOC-based FLE model approach had stronger problemsolving abilities than those who learned with the conventional classroom learning approach.