June 18, 2006
June 18, 2006
June 21, 2006
Electrical and Computer
11.223.1 - 11.223.11
Applying Flip/Inverted Classroom Model in Electrical Engineering to Establish Life-long Learning Abstract
Undergraduate engineering classrooms are experiencing changes as we strive to improve curriculum outcomes and develop students to meet the future challenges. Two important issues that face us are changing educational philosophies and techniques and the outcome requirements of ABET. Educational philosophies push us to consider a learner-centered approach over an instructor-centered teaching style. Research shows that students learn best when taught according to their particular learning style that may be dependent, collaborative, or independent. ABET has established the eleven program outcomes that all accredited programs must attain. Key to this paper is the professional skill of the “ability to engage in life-long learning.”
The professor as the lecturer has dominated the typical engineering classroom, but the challenges above push us to active learning approaches where faculty are facilitators and students are much more involved in their own learning. The “flip” or inverted classroom model requires that material typically taught in lectures will be moved outside the classroom and additional active learning scenarios are integrated into class times for improved learning. This model transfers much learning responsibility to the students and develops necessary skills for life-long learning.
This paper looks at how this teaching model has been applied into undergraduate electrical engineering classes. Course modifications will be discussed, and qualitative and quantitative analysis of the courses provided for outcome analysis and continual course improvements. The results from this classroom model have been positive and will be discussed. However, there are also some cautions that will be discussed to improve dissemination of this model into additional learning environments.
Undergraduate engineering classrooms are experiencing changes as we strive to improve curriculum outcomes and develop students to meet future challenges. Two important issues that face engineering educators are changing educational philosophies and techniques and the outcome requirements of ABET. Active learning educational philosophies push us to consider a learner-centered approach over an instructor-centered teaching style. In addition to changing our teaching style, we have become aware of the different learning styles of our students. Research shows that students learn best when taught according to their particular learning style that may be dependent, collaborative, or independent.1 Course design must strive to integrate these elements of teaching and learning for all styles. Also, ABET has established the eleven program outcomes that all accredited engineering programs must demonstrate. Key to this paper is a learning environment that emphasizes the professional skill of “ability to engage in life-long learning.” 2
Bland, L. (2006, June), Applying Flip/Inverted Classroom Model In Electrical Engineering To Establish Life Long Learning Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--491
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015