At Aula, we take an evidence-informed approach to learning design. Specifically, we review the most up-to-date peer reviewed articles on high-impact ‘flipped’ or technology-enhanced approaches to teaching and learning in specific disciplines, then apply this to the design of our experiences.
Our research into teaching of Computing, Engineering, Mathematics and Physical Sciences in Higher Education suggests that taking a flipped or hybrid learning approach leads to gains in student satisfaction and achievement as well as student self-efficacy and increased self-directed learning (Amresh et al. 2013; Peterson 2016; Velegol et al. 2015).
Take a few minutes to watch a walkthrough of an exemplar Computing, Engineering, Mathematics, and Physical Sciences space and see this approach in action:
Our discipline-specific approach to high-engagement learning design will:
- Increase Time on Task: Increase the amount of content students can cover due to asynchronous walkthroughs and self-directed learning. (Chien and Hsieh 2018; Mason et al. 2013; Toto and Nguyen 2009).
- Improve Student Understanding: Increase accurate understanding of concepts, techniques and methods being taught due to increase in peer to peer support, note taking and collaboration (Tawfik and Lilly 2015, Mitchell 2017).
- Increase Student Engagement & Performance: Increase student motivation, problem solving skills, confidence and self efficacy (Tawfik and Lilly (2015) McCredden et al. 2017; Panuwatwanich 2017). The flipped or hybrid approach also increases students' ability to tackle complex problems as a result of this increased confidence.
We'd love for you to review the full Computing, Engineering & Maths discipline brief which includes additional reading that can be used to implement best practice for your discipline within your module(s) on the Aula platform.