Dudash, L. (2025, March), Implementing a Flipped Learning Approach In Two Engineering Courses  Paper presented at 2025 ASEE North Central Section  (NCS) Annual Conference, Marshall University, Huntington, West Virginia. https://peer.asee.org/54672

\bibitem{asee_peer_54672}
  Dudash, L. (2025, March), \emph{Implementing a Flipped Learning Approach In Two Engineering Courses}
  Paper presented at 2025 ASEE North Central Section  (NCS) Annual Conference, Marshall University, Huntington, West Virginia.
  https://peer.asee.org/54672

Lynn Dudash.  "Implementing a Flipped Learning Approach In Two Engineering Courses".  2025 ASEE North Central Section  (NCS) Annual Conference, Marshall University, Huntington, West Virginia, 2025, March.  ASEE Conferences, 2025.  https://peer.asee.org/54672 Internet.  24 Apr, 2025

\bibitem{asee_peer_54672}
  Lynn Dudash.
  "Implementing a Flipped Learning Approach In Two Engineering Courses".
  \emph{2025 ASEE North Central Section  (NCS) Annual Conference, Marshall University, Huntington, West Virginia, 2025, March}.
  ASEE Conferences, 2025.
  https://peer.asee.org/54672 Internet.  24 Apr, 2025

@INPROCEEDINGS{asee_peer_54672
author = "Lynn Dudash"
title = "Implementing a Flipped Learning Approach In Two Engineering Courses"
booktitle = "2025 ASEE North Central Section  (NCS) Annual Conference"
year = "2025"
month = "March"
address = "Marshall University, Huntington, West Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/54672}
}

TY  - CPAPER
AB  - Flipped learning is a blended learning approach that gained popularity just prior to and during the COVID-19 pandemic and is seen by many as a way to increase the amount of class time that can be spent on student-centered active learning strategies. In the most common version of this course structure, an in-person, didactic lecture is replaced with an online, pre-recorded lecture that students use to prepare for class meetings, where the concepts from that online lecture are applied through activities. In this work in progress paper, I will discuss my experiences implementing this innovative teaching technique at a small liberal arts university in two very different courses, a second-year engineering mechanics course and an upper-level biomedical engineering course. Implementation in the biomedical engineering course was much more successful than the engineering mechanics course. This difference will allow me to analyze factors that contributed to the successful implementation of flipped learning, such as engagement with online preparatory materials, number students in the course, and number of assignments. This information will help other instructors who are considering implementing flipped learning be aware of factors to consider in their course design.
AU  - Lynn Dudash
CY  - Marshall University, Huntington, West Virginia
DA  - 2025/03/28
PB  - ASEE Conferences
TI  - Implementing a Flipped Learning Approach In Two Engineering Courses
UR  - https://peer.asee.org/54672
ER  -