Authors : Proadpran Punyabukkana, Atikhun Orisoon, Krit Gangwanpongpun, Nattapong Ousirimaneechai, Navee Sratthatad, Nunnapas Saereeporncharenkul, Phadtanaporn Intasen, Phattanun Aukkarapuntouch, Suvijai Kasuwan, Teerakorn Ananthothai and Sanchai Jaktheerangkoon
Abstract: Teaching engineering students to learn “why” is as important as to learn “what”. To do so there are several teaching methods that teachers may use to achieve this goal. Among several modern teaching methods such as active classroom, flipped classroom, problem-based learning and more, some or all may fit the nature of engineering disciplines. Therefore this study aims at understanding the student’s point of view. We surveyed almost 400 undergraduate students at the Faculty of Engineering, Chulalongkorn University, Bangkok, Thailand to assess their views on different types of teaching methods and the effect of these methods on their learning outcome. The results show that flipped classroom is more difficult and less preferable than active learning and traditional lecture. In contrast, active learning is the most preferable, interesting and least difficult teaching method among students. Whereas among all technologies Course Ville LMS has the highest rate in term of both utilization and eligibility in active classroom.
Proadpran Punyabukkana, Atikhun Orisoon, Krit Gangwanpongpun, Nattapong Ousirimaneechai, Navee Sratthatad, Nunnapas Saereeporncharenkul, Phadtanaporn Intasen, Phattanun Aukkarapuntouch, Suvijai Kasuwan, Teerakorn Ananthothai and Sanchai Jaktheerangkoon, 2017. Teaching Methods in Engineering Education: A Case Study in Thailand. The Social Sciences, 12: 89-95.