A model for flipping electrical engineering with e-learning using a multidimensional approach

This paper proposes a model for supporting electrical engineering with e-learning. The model development is based on survey data collected from representative teachers and students studying in higher education institutions in Turkey. To develop the model, the study investigated the attitudes of the representative key stakeholders in the relevant higher education institutions towards e-learning by administrating questionnaires and interviews with teachers and students. The responses of the teachers and students were then compared. Based on the results, a model was proposed with a multidimensional approach to e-learning. The model flips electrical engineering to make sure that the students review, discuss, and explore course content before and after class. The proposed model encourages students to start with e-learning, to continue with the face-to-face learning setting on campus, and then to come back to elearning for evaluating their learning in the classroom. Using this model, students can study at home and assess their learning before and after their attendance to campus lectures and enhance their learning with various types of learning, namely self-directed learning, self-assessment, teacher-directed learning, teacher assessment, computer-directed learning, and computer assessment. Similarly, model evaluation was conducted at the relevant higher education institutions. To evaluate the applicability of the model, a case-control study was conducted to determine whether the model had the intended effect on the participating students of the relevant institutions. As a result of the case-control study, the effects of e-learning, blended learning, and traditional learning were verified by teaching the use of MATLAB software. The overall scores indicated that e-learning and blended learning were more effective as compared to traditional learning. The results of our study indicated that the knowledge increase in e-learners seemed to be gradual because they tended to study daily by completing each activity on time.