Rideout, G. (2016, June), Challenges and Logistics in Flipping a Large Classroom for Junior-year Mechanical Vibrations  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26466

\bibitem{asee_peer_26466}
  Rideout, G. (2016, June), \emph{Challenges and Logistics in Flipping a Large Classroom for Junior-year Mechanical Vibrations}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26466

Geoff Rideout.  "Challenges and Logistics in Flipping a Large Classroom for Junior-year Mechanical Vibrations".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://strategy.asee.org/26466 Internet.  12 Oct, 2024

\bibitem{asee_peer_26466}
  Geoff Rideout.
  "Challenges and Logistics in Flipping a Large Classroom for Junior-year Mechanical Vibrations".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://strategy.asee.org/26466 Internet.  12 Oct, 2024

@INPROCEEDINGS{asee_peer_26466
author = "Geoff Rideout"
title = "Challenges and Logistics in Flipping a Large Classroom for Junior-year Mechanical Vibrations"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/26466}
number = {10.18260/p.26466}
}

TY  - CPAPER
AB  - A junior-year Mechanical Vibrations course with 110 students was “flipped” to increase student engagement and learning outcomes.  Each week, a gapped notes handout was created.  Theory and derivation videos were generated using open-source software and a tablet PC.  A qualitative comprehension quiz was administered using the online course shell through which the students accessed the videos.  The homework assignment was posted at the same time as the videos, and was due one week later.  During the first of two 75-minute lecture slots, the instructor completed examples related to the video topics.  The second lecture slot was for student-directed homework problem solving.  As a partial control, the final course module was delivered in the traditional manner.  Students reported a strong preference for moving the theory and derivations out of lectures, and an overall preference for the flipped course format.  

The biggest challenges were 1) instructor’s perception of diminished connection to the class through not being physically present for the motivational and explanatory material, 2) finding optimum complexity for worked examples, 3) higher workload to generate content during the first offering, and 4) student perceptions of increased workload.  Recommendations include incorporating small worked examples into the videos, to allow for more complex examples to be done live by the instructor for each topic; and for the student-directed problem-solving lectures to be somewhat structured, with 1-2 common homework problems worked simultaneously by all.  Additional recommendations for generating flipped course content are given.  Overall, the instructor’s experience and student feedback confirm that a flipped format is compatible with, and has impact on student engagement in, high-enrollment, mathematically-intensive upper-year engineering courses.

AU  - Geoff Rideout
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Challenges and Logistics in Flipping a Large Classroom for Junior-year Mechanical Vibrations
UR  - https://strategy.asee.org/26466
DO  - 10.18260/p.26466
ER  -