An Evaluation of the Flipped Classroom Format in a First Year Introductory Engineering Course
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abstract
2017 IEEE. In earlier work, we presented the results of an initial study on the effectiveness of the flipped classroom model in the programming portion of a first year engineering course. Here we present results of an additional study we conducted to determine whether our earlier results can be replicated if the flipped class is used for the whole course. We extended the use of the flipped class to not only cover programming but also include the course topics of engineering design, project management, statistics, dimensions and conversions, technical representation of data and engineering ethics. We compared student performance on traditional quizzes and lab assessments in the flipped classroom version to data collected from the previous term where only a portion of the course was flipped and an earlier traditional running of the course. Data collected on student usage of learning material, grades and surveys was consistent with previous results. Students were able to adjust to the unfamiliar flipped classroom model, with the majority preparing for the class beforehand using the provided learning materials. The flipped class also resulted in similar improvements in assessment results when compared to previous runnings of the course. Lastly, students here too perceived the flipped class to be beneficial to them from a learning perspective and assisted them in the course outcomes.
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2017 IEEE Global Engineering Education Conference (EDUCON)
