Teaching programming in common first year engineering: discipline insights applying a flipped learning problem-solving approach

ABSTRACT

This paper investigated at the discipline level if flipped learning and engineering focused problem solving could be used to overcome the difficulties associated with programming in a common first year engineering curriculum. Perceived relevance of course material can impact self-efficacy and mindset resulting in lower motivation to learn, effecting achievement. Literature suggests that flipped learning and engineering problem solving can be combined to improve engagement, perceived relevance and achievement. An effective implementation of flipped learning and engineering problem solving would be reflected in student interest and achievement across all disciplines. A common first year engineering course across nine engineering disciplines and a flexible cohort was implemented and analysed across two years with 793 students. Success was measured across four objectives: 1) Appeal across disciplines; 2) Achievement; 3) Future learning impact; and 4) Enrolment in computer engineering. Overall success was found across the four objectives with no major negative impact across the first-year experience, acceptable failure rates with achievement and student experience correlated with perceived discipline relevance, and enrolment success in computer engineering. Further refinement is needed targeted at improving the civil and mining student experience.

KEYWORDS:

• Achievement
• first-year engineering
• flipped learning
• MATLAB
• motivation
• problem solving
• programming
• relevance
• student experience

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Sasha Nikolic

Sasha Nikolic received the B.E. (telecommunications) in 2001 and PhD in Engineering Education in 2017 from the University of Wollongong, Wollongong, Australia. He spent several years in industry and then in 2006 commenced as Laboratory Manager, involved in improving and developing the teaching laboratories and sessional teaching staff with the University of Wollongong. In 2014, he became an Associate Lecturer in engineering education and in 2016 a Lecturer.

Montserrat Ros

Montserrat Ros received the B.E.(Hons1)/B.Sc. double degree with majors in Computer Systems Engineering and Mathematics (2000), and the Ph.D. degree in Computer Engineering (2007) from the University of Queensland (UQ) in Brisbane, QLD, Australia. In 2005, she was appointed Lecturer in the School of Mathematics, Statistics and Computer Science at the University of New England in Armidale, Australia. In 2006, she became a permanent Lecturer in Computer Engineering in the School of Electrical, Computer and Telecommunications Engineering at the University of Wollongong (UOW) in Wollongong, Australia, where she is currently Senior Lecturer and Head of Student (UG Engineering).

David B. Hastie

David Hastie obtained his Bachelor of Mechanical Engineering (Hons) and Master of Engineering by Research (Hons) from the University of Wollongong before being employed at the University of Wollongong in 1997. In 2010, David was awarded his PhD titled “Belt Conveyor transfers: Quantifying and Modelling Mechanics of Particle Flow”. He has held several research positions and has been teaching since 2008, currently at Senior lecturer level in the Faculty of Engineering and Information Sciences.