S2-CDISC1-2 - May online blended learning in corporate training enhance lifelong learning? Experiences from Artificial Intelligence courses for professionals3. Research Work In Progress
1 Chalmers University of Technology
This Work in Progress paper presents an ongoing study of the flipped classroom approach applied to Artificial Intelligence (AI) courses in professional education. In the flipped classroom, participants watch short video lectures as preparation for class, and classroom time is dedicated to more active forms of learning to stimulate deep learning and higher order thinking skills compared to traditional lecturing. The concept has gained significant attention in higher education in the last decade. Slowly, it is also entering the corporate world as companies and individuals are increasingly required to engage in lifelong learning and capacity building, particularly related to ongoing developments in digitalization and the industry 4.0. While there are numerous case studies and some review papers on flipped classroom in formal engineering education, there is a paucity of research evaluating flipped learning designs in the context of professional education and lifelong learning. This study contributes to close this gap by examining three flipped courses covering topics related to Data Science and AI. The main target group are engineers from diverse fields, with basic knowledge in mathematics, statistics and programming. The participants come from both private companies and public organizations, while all instructors are active AI-researchers at a Swedish Technical University. Based on Biggs 3P model as conceptual framework, we analyse the efficacy of the flipped classroom by examining learner factors, teaching contexts, the learning process and the learning outcomes. Data are gathered through both qualitative and quantitative methods including observations, interviews and workshops with teachers, participants and representatives of the participating organisations as well as learning analytics provided by the learning management system Canvas. As previous research in formal education settings and with university student populations has indicated, the flipped classroom can provide benefits in terms of flexibility, student motivation and deep learning. These positive outcomes are all sought after in education of practitioners as a part of lifelong learning. However, the approach tend to put higher demands on self-regulated learning skills and technology literacy of the participants. This may result in a polarization of performances. The expected results from this study will increase our understanding of how or why flipped classroom work (or not), for whom, and under what circumstances. More, by studying professionals’ learning, the goal is to contribute to the understanding of how present teaching methods at a Swedish technical university, for this target group, propel deep learning and may relate to lifelong learning. Given the diversity of learners in this professional development context, we expect to see similar, if not amplified effects in lifelong learning provided methods applied in the flipped classroom context enforce deep learning in connection to the participants’ task at work.