Flipping the Learning of Subdivision Design for Surveying Students

Abstract

The discussion in this Chapter will explore aspects of the development, application and evaluation of the Land Development course in the RMIT University Surveying program that relates to the flipped classroom. The particular example discussed is the development of an active learning model to support a broadacre land subdivision design project which was delivered to approximately sixty-second year undergraduate students. The experience of flipping the classroom revealed that the approach better speaks the language of the students, helps students of all abilities, helps busy students, helps struggling students, increases student-teacher interaction and student-student interaction. The result has been that students have a better grasp of the relationship between theoretical and practical aspects needed on graduation. We also learnt that the approach in this course will vary in its relevance across all the courses in the Surveying program. For those courses where some of the lessons may be relevant, some degree of cultural change will be needed as approaches to teaching and learning change.