An evaluation of the flipped classroom format in a first year introductory engineering course

Ghada Salama, Sine Scanlon, Beena Ahmed

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Citations (Scopus)

Abstract

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.

Original languageEnglish
Title of host publicationProceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017
PublisherIEEE Computer Society
Pages367-374
Number of pages8
ISBN (Electronic)9781509054671
DOIs
Publication statusPublished - 7 Jun 2017
Event8th IEEE Global Engineering Education Conference, EDUCON 2017 - Athens, Greece
Duration: 25 Apr 201728 Apr 2017

Other

Other8th IEEE Global Engineering Education Conference, EDUCON 2017
CountryGreece
CityAthens
Period25/4/1728/4/17

    Fingerprint

Keywords

  • Active learning
  • E-learning
  • First year engineering courses
  • Flipped classrooms

ASJC Scopus subject areas

  • Engineering(all)
  • Information Systems and Management
  • Education

Cite this

Salama, G., Scanlon, S., & Ahmed, B. (2017). An evaluation of the flipped classroom format in a first year introductory engineering course. In Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017 (pp. 367-374). [7942874] IEEE Computer Society. https://doi.org/10.1109/EDUCON.2017.7942874