Students have different learning approaches and acquire knowledge in different ways owing to their varied perceptions and grasping abilities. Treating students equally, following the traditional teacher-cantered approach, may not be effective and calls for innovations in knowledge dissemination. This article takes a student-centric approach to implement a ‘flipped classroom’ model in an engineering course for constructivism (i.e. experience-based learning), and students’ personalized learning. The performance of the flipped classroom approach is compared with the traditional lecturing approach using four lenses: students’ grades, students’ reflection using three surveys at different stages during the semester, teacher’s observation, and peer observation. In most of the existing approaches, analysis of the qualitative survey data is performed manually without computer assistance, and therefore these are criticized for being primeval and instinctive. In this research, a novel approach, based on fuzzy logic, is devised to evaluate the qualitative survey responses from the students. It is shown in this research, that the linguistic survey responses can be summarized in an index more meaningfully using a fuzzy logic-based approach. The results further showed that the flipped classroom model helped students to improve their grades and enhance engagements with their teacher and their peers. Increased interaction, during interactive class activities, was instrumental in evolving students’ problem-solving and critical analysis skills towards better learning experiences. Furthermore, students’ survey results, analyzed using the novel fuzzy indexing and a non-parametric statistical test showed that the intervention in the form of flipped classes was effective and found to be statistically significant. The findings of this study may help other academics, endeavoring for experience-based, and students’ personalized learning.

中文翻译：

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工程课程翻转课堂实施的准定性分析：从理论到实践

学生由于感知和掌握能力的不同，有不同的学习途径和获取知识的方式。遵循传统的以教师为中心的方法平等对待学生可能无效，需要在知识传播方面进行创新。本文采用以学生为中心的方法，在工程课程中实施“翻转课堂”模式，以实现建构主义（即基于体验的学习）和学生的个性化学习。翻转课堂方法与传统授课方法的表现通过四个镜头进行比较：学生的成绩、学生在学期不同阶段使用三个调查的反思、教师的观察和同伴的观察。在大多数现有方法中，定性调查数据的分析是在没有计算机帮助的情况下手动进行的，因此这些分析被批评为原始和本能。在这项研究中，设计了一种基于模糊逻辑的新方法来评估学生的定性调查回答。本研究表明，使用基于模糊逻辑的方法可以更有意义地将语言调查答复汇总在索引中。结果进一步表明，翻转课堂模式有助于学生提高成绩并加强与老师和同龄人的互动。在互动课堂活动中，增加互动有助于培养学生解决问题和批判性分析的技能，从而获得更好的学习体验。此外，学生的调查结果，使用新颖的模糊索引和非参数统计测试进行分析表明，翻转类形式的干预是有效的，并且具有统计显着性。这项研究的结果可能有助于其他学者，努力实现基于经验和学生的个性化学习。