Analysis of the Impact of Online Project-Based Flipped Learning Classroom Applied to Embedded Systems Education

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contributions:</i> This study analyzes the impact of the online project-based flipped learning classroom (OPBFLC) approach in embedded systems education courses and provides guidelines for educators who wish to conduct practice-oriented education in an online environment. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Traditional practice classes were mainly conducted in person. However, the COVID-19 pandemic necessitated a sudden shift to online learning. As a result, the flipped-learning classroom (FLC) approach became popular as an effective method in the online environment. However, the effectiveness of this approach can vary depending on student participation, making motivation essential for learning. To solve this problem, project-based FLCs (PBFLCs), which combine project-based learning (PBL) that presents clear learning objectives through projects, and FLC is gaining attention as an alternative. Despite this potential, few studies have applied PBFLC to online embedded systems education and analyzed its effectiveness. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Application Design:</i> The entire class was organized as an OPBFLC in an online environment and had the following features: 1) providing theoretical training and practical modeling videos; 2) interacting through real-time video platforms; 3) utilizing channels of participation through real names and anonymity; and 4) assigning two projects (midterm and final) on the same topic. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Intended Outcome:</i> This study aims to analyze the educational effectiveness of the OPBFLC through quantitative factors, such as student participation, self-directed learning (SDL) ability, academic achievement, and satisfaction with classroom support tools, as well as qualitative factors obtained through interviews. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> Changes in participation and SDL ability were measured using pre-and post-class surveys, as well as Levene’s t-test. Academic achievement was analyzed by dividing students into three groups using K-means clustering and then analyzing the average scores of each group using Welch’s one-way ANOVA and Games-Howell post hoc tests. Students’ satisfaction with the support activities and tools was evaluated using Welch’s one-way ANOVA and the Games-Howell post-hoc test. Additionally, individual interviews were conducted with students who voluntarily participated after the class ended for approximately one hour to gather qualitative feedback. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> The OPBFLC-based curriculum for embedded systems education improved student participation, SDL ability, and academic achievement, and showed potential to mitigate the academic polarization that often occurs in FLC. In addition, students were found to prefer nonreal-time support tools over real-time support tools.