Abstract:

It can be challenging to demonstrate to students the importance of a topic within the traditional classroom environment of lectures, practical and examinations. This paper presents findings from adopting a module from traditional lecture, practical and examination format, to a different format of guided directed learning and reflection, with the module being assessed based on continuous assessment only. The continuous assessment consists of employment based problem solving and flipped classroom.

The module was restructured to allow students have more engagement with module topics while enhancing the learning experience. The module was Advanced Databases, part of an MSc in Applied Software Development. Student engagement was challenging as most software engineers do not see Databases as being an important topic. The module delivery was redesigned to retain student engagement through the semester.

The module was restructured into two parts. Students were allocated topics on advanced database topics including advanced storage engines. Working in small groups they had to research these topics, looking at both theoretical and practical aspects, with an emphasis on practical and how these technologies could be used in their workplace. Using flipped classroom approach, the students become the teachers leading the class with instruction and exercises. There were some small overlaps in the topics for some groups and this led to wider discussions and knowledge transfer between the students.

The second part focused on advanced query and database optimization methods. The students had to apply this knowledge to a workplace database they had access to. All students are software engineers and had access to test database environments. They experimented with various optimization techniques to determine what impact they had on performance of their applications, and report back on this. Included in this, it was feedback from their work based team and the database team, on the impact of their research.

Both formal and informal module feedback has been analysed to assess the new delivery approach and engagement. Student feedback has been extremely positive. Students appreciate the format and aim of assessments with these having a longer term benefit to the student. With the employment based problem solving exercise, they immediately demonstrated benefits to their teams and employer. With the flipped classroom assessment, they gained knowledge of a wider range of topics than they thought possible. The learning experience was enhanced by the different teaching styles of each group, which made it more engaging. It gave them a feeling of being part of a larger team, supporting and encouraging each other, and this contributed to the overall learning experience of the module.

Keywords:

Flipped Learning, Employment Based Learning, Enhanced Learning Experience, Student Engagement.