New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
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.
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
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: © 2016 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