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Flipped Classes: Do Instructors Need To Reinvent the Wheel When It Comes To Course Content?

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Student Experiences and Motivation: ERM Roundtable

Tagged Division

Educational Research and Methods

Page Count


Page Numbers

26.781.1 - 26.781.9



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Paper Authors


Matthew J Jensen Florida Institute of Technology Orcid 16x16

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Dr. Matthew J. Jensen received his bachelor's degree in Mechanical Engineering from Rose-Hulman Institute of Technology in 2006. Matthew received his doctorate from Clemson University in 2011 in Mechanical Engineering, focused primarily on automotive control systems and dynamics. During his graduate studies, Matthew was awarded the Department of Mechanical Engineering Endowed Teaching Fellowship. He is currently an Assistant Professor of Mechanical Engineering and the ProTrack Co-Op Coordinator at Florida Institute of Technology. His research interests include applications in automotive/transportation safety, electro-mechanical systems, data analysis strategies and techniques, dynamic modeling, and engineering education.

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Anna KT Howard North Carolina State University Orcid 16x16

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Anna Howard is a Teaching Associate Professor at NC State University in Mechanical and Aerospace Engineering where she has led the course redesign effort for Engineering Statics. She received her Ph.D. from the Rotorcraft Center of Excellence at Penn State University in 2001.

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Sherry Jensen Florida Institute of Technology

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Dr. Sherry Jensen is an Assistant Professor of Economics at the Florida Institute of Technology. She received her Ph.D. and M.A., both in economics, from Clemson University and a B.S. in economics from Centre College. Her research interests are in applied microeconomics and applied econometrics with specialization in labor economics, industrial organization, and the economics of education.

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Flipped Classes: Do Instructors Need To Reinvent the Wheel When It Comes To Course Content?At universities across the country, flipped classrooms are replacing traditional lectures formany fundamental engineering courses. Flipped classes often use short, lecture-stylevideos that students view before coming to class. Conventional wisdom in making thesevideos says that it is better for the video to be of the actual course instructor rather than avideo of someone else. The ubiquity of Engineering Statics courses across the countrywould therefore require many faculty at many institutions to make videos of the samematerial. In this study, faculty from two different institutions have partnered to test thehypothesis that familiarity with the presenter in the video is optimal for student learning.Engineering Statics courses at one school have been flipped for several years. The videosproduced at that school have been used in a new flipped classroom at the secondinstitution. For two modules new videos of identical content were produced featuring theinstructor of the newly flipped class. The first group of students saw other institutionsvideos for all but Module One, wherein they viewed the local professor's videos. Thesecond group of students saw the other institutions videos for all but Module Two. Theperformance of the students in the newly flipped course will be compared between thetwo modules to determine whether exam performance on those modules differs betweenone set of students and the other. A survey at the end of the semester will also be used todetermine student preferences regarding the video authors.

Jensen, M. J., & Howard, A. K., & Jensen, S. (2015, June), Flipped Classes: Do Instructors Need To Reinvent the Wheel When It Comes To Course Content? Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24118

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