Promoting Students Engagement in Pre-class Activities with SoftChalk in Flip Learning

Abstract

This study aims to find the effectiveness of SoftChalk based lessons in engaging students in their pre-class activities in flip learning by determining the amount of learning attained using exploratory method among the first year engineering degree students at the Middle East College (MEC), Oman. Students pursuing Engineering Physics and Engineering Science Modules during the spring 2017 semester are formed into two groups, namely Experimental Group (EG) and Control Group (CG). Pre-class lessons/activities are prepared using Softchalk and converted as SCORM packages and used for the students of EG. The normal lessons which contain narrow study materials and short videos are used for the students of CG. SoftChalk based SCORM packages are uploaded in Moodle for students and monitored their performance. Face-to-face classes are redesigned for the EG based on their performance in the pre-class activities while for the CG predesigned face-to-face class activities are used. The same tutor taught both groups of students of both modules for 15 weeks. Both the coursework assessments and end semester exam are used as a measuring instrument and their scores are statistically analysed. Results of the statistical analysis revealed that the EG has attained higher learning (14.94% in coursework and 29.83% in end semester) in comparison with the CG in Engineering Physics module. Similarly, in the Engineering Science module, EG has attained 16.34 and 15.77% higher learning in coursework and end semester, respectively, compared to that of CG.