Dataset: Lessons from flipping subjects in engineering: the effectiveness of student learning in a flipped environment at the University level

This is the dataset for the corresponding journal article titled, "Lessons from flipping subjects in engineering: the effectiveness of student learning in a flipped environment at the University level". The paper presents a report and findings on introducing the “flipped classroom” approach for two engineering subjects undertaken at the University of Melbourne. The approach includes providing the delivery of lectures online, rather than using the traditional approach of providing lectures in person. Furthermore, the students were given compulsory quiz questionnaires after each part of an online lecture to reflect, review and have a change of activity. The students enrolled in the two subjects were still given formal class time (e.g. workshops), where they would undertake interactive and collaborative activities related to the online lecture material. Surveys were provided to the students at the beginning of the semester to understand their perceptions on different learning activities. It is shown that students who did well on the quiz questionnaires also did well in the subject, where evidence is provided to show a correlation between quiz questionnaire scores and final grades in both subjects. The survey results provide some evidence to suggest that the flipped classroom method could provide students a better learning experience for subjects at the University level, if implemented in a way that promotes active and student-centered learning. Some recommendations are provided based on the results of this research for the implementation of the flipped classroom method for future subjects at the University level