Synchronised online flipped classroom: a 3-60 approach implemented in geotechnical engineering course

The flipped classroom approach has emerged as a highly effective teaching and learning strategy, particularly in facilitating active engagement in online and blended learning environments. This paper describes the concept of improved learning in a synchronised online flipped classroom, implemented through a 3-60 approach for the Geotechnical Engineering course. The three-hour lecture sessions for this course, spanning 14 weeks, were conducted entirely in online distance learning mode. The session was divided into three sections: the first 60 minutes were allocated to self-learning, and the second 60 minutes were for a live meeting to discuss the overall content and any issues students needed to understand. The final 60 minutes were allocated to problem-solving activities and exercises. During the 3-hour session, the lecturer served as a facilitator. The qualitative assessment of students’ perceptions revealed that 93.3% of students were satisfied or very satisfied with the effectiveness and relevance of this method for online learning. Students’ performance in achieving course outcomes (COs) and programme outcomes (POs) has also improved. Overall, it can be concluded that a synchronised online flipped classroom effectively improves students’ conceptual understanding, encourages self-learning and creates a better online learning environment.