Table 1 Using EDP combined instructional... | Emerald Publishing

Table 1

Using EDP combined instructional design and flipped classroom models for teaching physics to engineering students

ADDIE model	Steps in the EDP	Flipped classroom model
Analyze	Identifying a problem that addresses a need that reflects the criteria for success and constraints	Pre-class – The teacher analyzes the contextual learning, goal and learning outcomes, assessment plan, teaching and learning activities, content knowledge and learning materials to determine the problem that addresses a need that reflects the criteria and constraints
Design and develop	Constructing relevant knowledge and science principles	Pre-class – Students identify scientific principles that can be related to potential solutions – The teacher provides students with the learning situation, relevant questions and instructional videos to support them in building new knowledge based on previous knowledge and skills – The teacher provides students with multiple-choice questions to help students check for acquiring knowledge after watching the video
Design and develop	Investigating potential solutions to the problem	In-class – Students brainstorm design ideas and investigate solutions to the problem based on the acquired knowledge
Implement	Designing and constructing a proposed solution	In-class – Students design the proposed solution – Students construct the proposed solution using tools and appropriate materials
Implement	Testing the proposed solution and collecting data	In-class – Students test the proposed solution and collect data
Evaluate	Evaluating the proposed solution in terms of performance	In-class – The teacher evaluates the product using the constraints and criteria for success – Students self-assess the use of acquired knowledge to design and construct a proposed solution
	Identifying potential improvement in the design	– Students redesign the solution based on the results and observations or build and test another design
		Post-class – Students reinforce classroom activities in class and complete the learning task requirements for the next class session

ADDIE model	Steps in the EDP	Flipped classroom model
Analyze	Identifying a problem that addresses a need that reflects the criteria for success and constraints	Pre-class – The teacher analyzes the contextual learning, goal and learning outcomes, assessment plan, teaching and learning activities, content knowledge and learning materials to determine the problem that addresses a need that reflects the criteria and constraints
Design and develop	Constructing relevant knowledge and science principles	Pre-class – Students identify scientific principles that can be related to potential solutions – The teacher provides students with the learning situation, relevant questions and instructional videos to support them in building new knowledge based on previous knowledge and skills – The teacher provides students with multiple-choice questions to help students check for acquiring knowledge after watching the video
Design and develop	Investigating potential solutions to the problem	In-class – Students brainstorm design ideas and investigate solutions to the problem based on the acquired knowledge
Implement	Designing and constructing a proposed solution	In-class – Students design the proposed solution – Students construct the proposed solution using tools and appropriate materials
Implement	Testing the proposed solution and collecting data	In-class – Students test the proposed solution and collect data
Evaluate	Evaluating the proposed solution in terms of performance	In-class – The teacher evaluates the product using the constraints and criteria for success – Students self-assess the use of acquired knowledge to design and construct a proposed solution
	Identifying potential improvement in the design	– Students redesign the solution based on the results and observations or build and test another design
		Post-class – Students reinforce classroom activities in class and complete the learning task requirements for the next class session

Source(s): Author’s research