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A Flipped Classroom Approach to Teaching Transportation Engineering

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Tagged Division

Civil Engineering

Tagged Topic

Diversity

Page Count

15

DOI

10.18260/p.26317

Permanent URL

https://peer.asee.org/26317

Download Count

78

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Paper Authors

biography

Aliye Karabulut-Ilgu Iowa State University

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Dr. Aliye Karabulut-Ilgu is a lecturer in the department of Civil, Construction and Environmental Engineering at Iowa State University. Her background is in Curriculum and Instruction, and her research interests include online learning, hybrid learning, and technology integration in higher education.

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biography

Suhan Yao Iowa State University

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Suhan Yao is a graduate student in Curriculum and Instructional Technology master program at Iowa State University. She works as a graduate assistant with Dr. Aliye Karabulut-llgu in the department of Civil, Construction and Environmental Engineering. Her research interests include online learning, curriculum design, and instructional technology.

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Peter Tarmo Savolainen Iowa State University

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Charles T. Jahren P.E. Iowa State University

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Charles T. Jahren is the W. A. Klinger Teaching Professor and the Assistant Chair for Construction Engineering in the Department of Civil, Construction and Environmental Engineering at Iowa State University. He earned his Bachelor of Science in Civil Engineering and his Master of Business Administration from the University of Minnesota and his PhD in Civil Engineering from Purdue University. He has over six years of industrial experience as a bridge construction project engineer for a construction contractor and as a research engineer for the Naval Civil Engineering Laboratory in Port Hueneme California. His teaching interests include construction equipment, cost estimating and construction process design. His research interests include highway and heavy construction methods, road maintenance methods, innovations in construction process administration, engineering education, hybrid learning and online learning.

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Abstract

The flipped classroom approach has gained increasing popularity in higher education, particularly in STEM fields. In flipped learning, part or all of direct instruction is delivered through online videos and other media, and the class time is used for engaging students in collaborative, hands-on activities. In order to utilize the benefits of this novel teaching approach, a junior-level, introduction to transportation engineering course was converted into a flipped format. This study, conducted in a major Midwestern university, will present the results of a mixed-method evaluation investigating the effectiveness of the flipped classroom approach. Quantitative data included a pre-course survey, a post-course survey. Qualitative data, on the other hand, included video recordings of in-class sessions and end-of-semester focus group interviews. Analysis of the results indicated students benefited from the flipped classroom approach although it entailed some challenges for both faculty and students. Conclusions are drawn and recommendations are made for engineering education researchers and practitioners.

Karabulut-Ilgu, A., & Yao, S., & Savolainen, P. T., & Jahren, C. T. (2016, June), A Flipped Classroom Approach to Teaching Transportation Engineering Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26317

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