Teaching Technical Communication in the Flipped Fashion Way: A Boost in Active Learning
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Abu Dhabi University (ADU) is following the growing trend of offering students learning opportunities that are flexible, innovative and engaging. As an educator working at this university, I am embracing student-centered teaching and learning methodologies, which require continuous reflection and adaptation. To serve this end, the objective of this study is to explore how students experienced student-centeredactive learning. This project used the Hybrid-Flipped classroom approach to boost active learning that leads to deeper learning when teaching a project-based technical communication course to undergraduate engineering students in ADU. The project used an action research approach to improve the in-class instructional design in a way that maximizes opportunities of deeper learning among students. The flipped classes used a Hybrid-Flipped learning approach that was revisited in a subsequent semester.Hence, aspects of student-centered hybrid learning phases were merged with inquiry based learning to aid students in exploring concepts necessary for them to complete their group research reports. Data was collected from short interviews held with a focus group taking the course. In addition, a reflective journal was conducted by the teacher. The findings verified that the Hybrid-Flipped classrooms transformed and remodeled the lecture classes into active-learning classes. Adopting inquiry-based activities in the Hybrid-Flipped classes proved successful l since it resulted in engaging students in higher-order thinking skills that are necessary for boosting engineering students’ academic performance.