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Evaluating the Effect of Flipped Classroom on Students’ Learning in Dynamics

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Mechanics Division Technical Session 2

Tagged Division

Mechanics

Page Count

8

DOI

10.18260/1-2--32759

Permanent URL

https://peer.asee.org/32759

Download Count

116

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Paper Authors

biography

Mohammad Reza Hassanzadeh Gorakhki Colorado State University

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Mohammad Gorakhki is a Ph.D. candidate in the Department of Civil and Environmental Engineering at Colorado State University, and is currently a Graduate Teaching Fellow for the College of Engineering. He graduated with a M.S. in Civil and Environmental Engineering at Colorado State University.

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biography

Daniel W. Baker Ph.D., P.E. Colorado State University

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Daniel Baker, PhD PE is a full-time faculty instructor and is the primary instructor for both the on-campus and online sections of CIVE 260 Statics and CIVE 261 Dynamics. He has a keen interest in active learning and has a particular interest in both physical and virtual interactive learning tools. Daniel has a PhD from Colorado State University and is a registered Professional Engineer in Colorado.

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Stephanie F. Pilkington Colorado State University

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Abstract

A flipped classroom is an instructional approach which delivers instructional content outside of classroom and then uses class time for learning activities. Our control-impact study design paired two sequential rigid body motion topics (relative velocity of bodies in general plane motion and instantaneous centers of zero velocity) in Engineering Mechanics-Dynamics. Both spring 2018 course sections took the paired pre- and post-assessments, while the instructional methodology (traditional lecture + flipping) was alternated between the two sections. The traditional lecture sessions used lecture-based instruction and related homework problems. For the flipped sessions, instructional material consisted of recorded lectures, watched prior to class, and the in-class learning activity was a hands-on 50 minutes group activity using Mindstorms Legos to create rigid-body motion systems. Each student was required to answer analytical questions related to the Lego activity which were turned in as a substitute for 1 of 6 weekly homework problems. In addition to the paired pre- and post- assessments, related exam questions and concept inventory questions were evaluated. Finally as part of the post-assessment, a number of survey questions evaluated how did students felt about the experience and in which classroom method (i.e., traditional or flipped) they felt that they learned better. In general, we found that participating in the traditional lecture or flipped classroom did not affect the performance of students on topical exam questions. There was a statistically significant perception by students in the in flipped relative velocity group that they learned the topic better than students who participated in the traditional lecture of the same topic. However, the same perception did not hold for the flipped section focused on instantaneous centers of zero velocity. Across both groups, 38% of students preferred traditional lectures for all classes in the semester and 48% of students preferred flipped classroom for a few classes (5 sessions) in each semester.

Hassanzadeh Gorakhki, M. R., & Baker, D. W., & Pilkington, S. F. (2019, June), Evaluating the Effect of Flipped Classroom on Students’ Learning in Dynamics Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32759

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