A Self-Determination Theory Approach to Blended Learning in Engineering Mechanics

The flipped classroom approach is increasingly being adopted in engineering education [1], where lectures are delivered online and in-class time is dedicated to active learning. The success of this model depends significantly on the quality and quantity of digital and teacher resources. In the present study, we outline the design, implementation, and evaluation of a flipped classroom model within an Engineering Mechanics module. The module involved 100 first-year students in the Mechanical Engineering Programme, jointly offered by the Singapore Institute of Technology (SIT) and the University of Glasgow (UofG). This initiative serves as a pilot delivery of a blended learning approach for the SIT-UofG programmes and involves collaboration between the University of Glasgow Singapore (UGS), UofG, and SIT. The online learning materials include various resources such as video lectures, online quizzes, readings, and discussion forums. The face-to-face (F2F) components occur in the classroom after students have completed the online content. The F2F components aim to engage learners in the process of internalizing and building their knowledge through teacher-facilitated team-based and project-based activities, while also encouraging interactions between learners and between learners and instructors. The Flipped Engineering Mechanics Classroom will be taught in Trimester 2 of AY2023/24, utilizing various approaches to assess the effectiveness of its delivery. The self-determination theory [2], which addresses the basic psychological needs of autonomy, relatedness, and competence, was employed to evaluate students' perceived digital and teacher support [3]. Outcomes will be assessed by evaluating student engagement and learner satisfaction, incorporating the four dimensions of student engagement (behavioral, cognitive, emotional, and agentic) and addressing the four factors of learner satisfaction (learner-content, learner-instructor, learner-learner, and learner-technology). This study aims to provide valuable insights into the potential interactions between instructional design, support mechanisms, and student outcomes within the context of a flipped engineering mechanics classroom. References [1] Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings, Atlanta, GA. [2] Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78. [3] Chiu, T. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, Volume 124, https://doi.org/10.1016/j.chb.2021.106909.