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Application of Flipped Classroom in the Teaching Reform of "Architectural Drawing" under the OBE Concept

Author(s)

Dongfa Huang

Affiliation(s)

Guangdong Technology College, Zhaoqing, Guangdong, China

Abstract

This paper explores the integration of the Outcome-Based Education (OBE) concept with flipped classroom pedagogy in the teaching reform of "Architectural Drawing," aiming to address the challenges of traditional instruction such as theoretical detachment and limited student engagement. By aligning course design with OBE principles—focusing on predefined learning outcomes, constructive alignment, and continuous improvement—the study proposes a flipped classroom model that redefines teaching processes into pre-class preparation, in-class active learning, and post-class reflection. A case study involving a Chinese university’s architecture program demonstrates that this model enhances students’ technical drawing skills, problem-solving abilities, and self-regulated learning capacity. The research contributes to engineering education literature by providing a practical framework for implementing outcome-driven flipped classrooms in technical courses, supported by empirical evidence and theoretical insights from global educational reforms.

Keywords

Teaching Reform; OBE; Architectural Drawing; Flipped Classroom Model

References

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