Flipped classroom and project based learning

![CDATA[Context: The rapid advancement in information technology is feeding into increasing popularity of flipped classroom (FC) approach, where students take ownership of their own learning outside the classroom and the class time is effectively used for discussions. This approach has resulted in improved student engagement and learning (Kim, Kim, Khera, and Getman, 2014). Another widely used strategy is the use of project-based learning (PBL) where students work collaboratively in teams to solve authentic real-world projects. In this approach, students take their own pathway for completing the assigned projects (Robinson, 2012). This results in motivated and engaged students culminating in better learning outcomes. At Western Sydney University (WSU), a hybrid approach that uses FC strategies in a PBL based subject was implemented to address the increasing disengagement of students. Purpose: The purpose of this paper is to evaluate the effectiveness of the hybrid approach in improving student engagement and student learning. Approach: Effectiveness of the hybrid method is evaluated through a comparative analysis of student performance in the subject over past six years. Student engagement was assessed through workshop participation and journal entries. Student journals and student feedbacks were used to gauge student perception and acceptance of the hybrid approach. Results: Active participation in workshop sessions, journal entries and the student results indicated that the students were better engaged in the hybrid learning and teaching (L&T) style when compared with the traditional L&T method. Conclusions: Student responses, journal entries and observations in workshop sessions indicate that the hybrid approach was successful in better engaging the students. Performance of students, evidenced through the mark and the grade received, improved significantly when compared with the student performance in an equivalent unit in the previous years.]]