Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools

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16 Citations (Scopus)


Despite the wide spread of modern teaching techniques such as the flipped classroom, adaptive e-learning, and active learning, still most of them provide limited and delayed feedback from the student to the instructor. Something, which could lower their efficiency and limit their applicability. This paper presents a teaching methodology and the development of the related tools. A key aspect, of this methodology, is the collection of students' feedback prior to lecture and additional detailed information on their learning progress. This information is then used to adapt course's content. The methodology has been tested and demonstrated on a module of a Chemical Engineering Fluid Operations course. Three evaluation tools were implemented between modules of the same course and an equivalent control group. The qualitative evaluation showed an improvement on the students' perception, a significant engagement and motivation. The quantitative evaluation showed no clear change between modules of the same course (with and without the proposed approach). On the other hand, an overall improvement was observed against the control group. Finally, significant effort was necessary to upgrade the existing teaching material to the level of the new tools. Something, which might discourage more instructors to adapt fully the proposed tools. Nevertheless, the findings related to the methodology are promising, and the tools development can take place gradually or even be directly adopted by the educational publishers.

Original languageEnglish
Pages (from-to)1-11
Number of pages11
JournalEducation for Chemical Engineers
Publication statusPublished - 1 Jul 2015



  • Articulate storyline
  • Blended learning
  • Flipped classroom
  • Multimedia

ASJC Scopus subject areas

  • Education
  • Chemical Engineering(all)

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