Flipped classes and enriched skeleton maps to foster deep and interactive learning in engineering education

This paper reports the initial experience of applying the enriched skeleton mapping technique as innovative and meaningful learning methods within a flipped class teaching setting. Driven by the low confidence and autonomy of many undergraduates; this study focus on stimulating collaboration and interactive learning. The study was performed in a course labeled ‘sustainable building construction technology’ of the Bachelor of Architectural Engineering program at Liege University (Ulg). First year and second year students, were assigned to an experimental group of 27 students and a control group of 8. In the experimental group, students worked together in pairs on mini-concepts and created enriched skeleton maps for the course content. The control group received a regular ex-cathedra course. The results show that students who used the enriched skeleton mapping technique were more engaged and outperformed the control group. Enriched skeleton concept mapping fostered deep learning and resulted in a better understanding of the course mini concepts in addition to the course structure and domain. Students of the enriched skeleton mapping found learning to be more ‘useful, stimulating and more engaging’, whereas students of the congenital ex-cathedra curriculum found learning to be ‘passive and boring’. A combination of both techniques may provide the most effective training for undergraduate engineering students.