Northrup, S. G., & Burke, J. J. (2015, June), A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23398

\bibitem{asee_peer_23398}
  Northrup, S. G., \& Burke, J. J. (2015, June), \emph{A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23398

Steven G Northrup and John J. Burke P.E..  "A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23398 Internet.  12 May, 2025

\bibitem{asee_peer_23398}
  Steven G Northrup and John J. Burke P.E..
  "A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23398 Internet.  12 May, 2025

@INPROCEEDINGS{asee_peer_23398
author = "Steven G Northrup and John J. Burke P.E."
title = "A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23398}
number = {10.18260/p.23398}
}

TY  - CPAPER
AB  - A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for allEngineering MajorsThe use of technology that allows students to view lectures or concept modules outside theclassroom has become popular in recent years. The most straightforward and accepteddefinition of a flipped-classroom was given by Lage, Platt, and Treglia “Inverting the classroommeans that events that have traditionally taken place inside the classroom now take place outsidethe classroom and vice versa”1. While many professors and instructors have taken the approachto completely flip the classroom, where the lectures are recorded and the classroom activities arepractice problems and perhaps group learning, this paper presents a hybrid approach.Researchers have pointed out that students prefer in-person lectures to video lectures but alsoprefer interactive activity-based classes to lectures2. Therefore, the authors of this paper chose toimplement and assess a hybrid approach to the flipped-classroom model. Approximately 40% ofthe lectures were recorded with equal in class time afforded for problem solving and classdiscussions of problem solving approaches. The balance of the lecture time was allocated for atraditional lecture style. The time spent in lecture, however, was not a traditional lectureapproach. The lectures were interactive where students were required to participate in theproblem solving. The lecture classes were small enough, no more than 32 students perclassroom, to allow for instructor-student interaction.This paper presents a detailed discussion of the course delivery – how the classroom time wasallocated, how the laboratory time was allocated, and how technology was utilized. Formativeand summative assessment of student achievement of course outcomes are also presented withcomparison to historical assessment of the traditional classroom. Finally, formative andsummative student feedback is presented.References:[1] M.J. Lage, G.J. Platt, and M. Treglia. Inverting the classroom: A gateway to creating aninclusive learning environment. The Journal of Economic Education, 31(1):30–43, 2000.[2] J.L. Bishop and M.A. Verleger, “The Flipped Classroom: A Survey of the Research”, inProceedings of the 120th ASEE Conference & Exposition, June, 2013., Atlanta, GA
AU  - Steven G Northrup
AU  - John J. Burke P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors
UR  - https://peer.asee.org/23398
DO  - 10.18260/p.23398
ER  -