Integrating Flipped Classroom with Snowballing: A Hybrid Approach for Active Learning in Engineering Education
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| Title: | Integrating Flipped Classroom with Snowballing: A Hybrid Approach for Active Learning in Engineering Education |
|---|---|
| Language: | English |
| Authors: | Ketaki A. Jadhav, Snehal R. Watharkar, Arati S. Nishandar |
| Source: | Journal of Teaching and Learning. 2026 20(2):219-235. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Active Learning, Engineering Education, Flipped Classroom, Undergraduate Students, Teaching Methods, Cooperative Learning, Critical Thinking, Retention (Psychology), Knowledge Level, Peer Relationship, Independent Study |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | Active learning activities play a crucial role in today's world of education and beyond. In an age of constant distractions and shortened attention spans, active learning activities maintain students' attention better than traditional passive learning methods. This paper introduces a hybrid model that integrates the flipped classroom (FC) with the snowballing technique (FCS), combining pre-class self-learning with in-class collaborative group expansion. This innovative approach aims to foster collaboration, critical thinking, and knowledge retention among engineering students. Students begin by working individually on the given problem or topic, gradually forming groups. Despite extensive research on active learning, there is limited literature on the structured integration of the snowballing technique within a FC framework, particularly in engineering disciplines. This study addresses this gap by investigating the impact of this combined approach in a VLSI testing and verification course, an undergraduate third-year electronics engineering elective. A detailed methodology, supported by quantitative data, student feedback, and assessment results, underscores the approach's effectiveness. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508014 |
| Database: | ERIC |
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