Hayes, R. M. (2015, June), Can Flipped Classrooms Be Utilized to Effectively Produce Successful, Engaged Engineering Students? A Comparison of an Online vs. Inverted Classroom through a Junior-Level Transportation Engineering Course  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23659

\bibitem{asee_peer_23659}
  Hayes, R. M. (2015, June), \emph{Can Flipped Classrooms Be Utilized to Effectively Produce Successful, Engaged Engineering Students? A Comparison of an Online vs. Inverted Classroom through a Junior-Level Transportation Engineering Course}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23659

Roxann Mackenzie Hayes P.E..  "Can Flipped Classrooms Be Utilized to Effectively Produce Successful, Engaged Engineering Students? A Comparison of an Online vs. Inverted Classroom through a Junior-Level Transportation Engineering Course".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23659 Internet.  28 Nov, 2023

\bibitem{asee_peer_23659}
  Roxann Mackenzie Hayes P.E..
  "Can Flipped Classrooms Be Utilized to Effectively Produce Successful, Engaged Engineering Students? A Comparison of an Online vs. Inverted Classroom through a Junior-Level Transportation Engineering Course".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23659 Internet.  28 Nov, 2023

@INPROCEEDINGS{asee_peer_23659
author = "Roxann Mackenzie Hayes P.E."
title = "Can Flipped Classrooms Be Utilized to Effectively Produce Successful, Engaged Engineering Students? A Comparison of an Online vs. Inverted Classroom through a Junior-Level Transportation Engineering Course"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23659}
number = {10.18260/p.23659}
}

TY  - CPAPER
AB  -           Can Flipped Classrooms Be Utilized to Effectively Produce        Successful, Engaged Engineering Students? A Comparison of an            On-Line vs. Inverted Classroom through a Junior-Level                      Transportation Engineering CourseOne of the latest buzz words in engineering pedagogy is the concept of an inverted or “flipped”classroom. Students complete the lecture portion of the class on their own time by using videolessons prepared by the professor, and utilize the textbook and other materials as a study guide.Then, classroom time is dedicated to a more “hands-on” approach. These flipped classroomactivities include guided, independent practice or lab work, and group-based interactive learningactivities or inquiries.A literature review on flipped classrooms has shown that existing studies have two problems: They compare a flipped vs. traditional classroom strictly on a semester-by-semester basis.     That is, a traditional classroom from semester one is compared to a flipped classroom during     semester two. This introduces a wide variety of irregularities between the two semesters: test     structure and content, professor interaction, lecture inconsistencies, and other variables. The existing studies do not examine student performance throughout the semester, or     continue to evaluate their performance in later activities.In the Fall of 2014, two sections of junior-level CVEN 3602 – Transportation Engineering willbe taught. One of these sections is a traditional classroom, assigned to meet two days a week, at1.25 hours each day. This section will be “flipped.” The second section is an entirely on-linecourse.Within this controlled environment, the flipped classroom will be compared to an on-linesection. Both sections will be accessing the same video lectures, and will be given the samematerials for studying. Table 1 shows the similarities and differences between the two sections:“Flipped Classroom” Section                       On-Line Section  Watch a 1.25 hour, twice weekly video         Watch a 1.25 hour, twice weekly video   lecture. This will be a typical lecture:       lecture.   Powerpoint Slides, videos on                  Office hours.   transportation engineering topics, and        Tests.   problems worked on a board.                   Homework (same TA will grade both Office hours (available 2 hours a week          sections).   each by professor and TA). Homework submitted via Canvas, and   graded by TA. “Flipped Classroom” activities during   assigned class time Tests identical to on-line section, but given   in classroom setting.Table 1: Comparison of Activities Between Flipped Classroom and On-line SectionThroughout the semester, student performance will be measured. The two sections will becompared with the exact same test material given on the same date. In addition, students willcomplete two self-assessments: a pre-topic and post-topic assessment. The research willconcentrate on the topic of geometric design (both vertical and horizontal curves).The students will continue to be evaluated (results not published as part of this study) in CVEN4602: Advanced Highway Engineering and the Fundamentals of Engineering (FE) Exam.Is a flipped classroom a better instructional technique to enhance student learning? This researchproject will help solve this question by comparing two sections in a statistically valid mannerduring the same semester.
AU  - Roxann Mackenzie Hayes P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Can Flipped Classrooms Be Utilized to Effectively Produce Successful, Engaged Engineering Students? A Comparison of an Online vs. Inverted Classroom through a Junior-Level Transportation Engineering Course
UR  - https://peer.asee.org/23659
DO  - 10.18260/p.23659
ER  -