Effective Utilization of Digital Resources for Undergraduate Technical Education Through Flipped Learning for Performance Improvement

Abstract

The present paper substantiates flipped learning as an improvised learning technique taking into account of different interpersonal and social parameters. Following Washington Accord, noticeable differences are observed in terms of active participation of students throughout the continuous evaluation process after invoking Flipped learning method. Quality of content is modified as per need of hour, and feedbacks are taken in terms of various qualitative and quantitative judgemental parameters. Improvement in performance is reflected in some particular courses through overall University grading and also in enrichment of communication ability, whereas performance is detoriated in mathematics-based engineering science papers. Outcomes are statistically computed assuming availability of undisrupted internet for each learner with the pint that entire outcome is dependent on the student’s preparation day-by-day and screencasts shared by all the faculties are well-organized so that self-learning is not become a problematic factor. Results partially justify the implementation of flipped learning in technical education.

Keywords: Flipped learning, Technical education, Undisrupted internet service, Washington Accord, Internal and societal parameters, Outcome-based education