Kelly, D. P., & Clark, A. C., & Ernst, J. V., & Sutton, K. G. (2016, June), Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors' Perceptions  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26920

\bibitem{asee_peer_26920}
  Kelly, D. P., \& Clark, A. C., \& Ernst, J. V., \& Sutton, K. G. (2016, June), \emph{Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors' Perceptions}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26920

Daniel P. Kelly, Aaron C. Clark, Jeremy V. Ernst, and Kevin Gregory Sutton.  "Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors' Perceptions".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26920 Internet.  25 Apr, 2024

\bibitem{asee_peer_26920}
  Daniel P. Kelly, Aaron C. Clark, Jeremy V. Ernst, and Kevin Gregory Sutton.
  "Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors' Perceptions".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26920 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_26920
author = "Daniel P. Kelly, Aaron C. Clark, Jeremy V. Ernst, and Kevin Gregory Sutton"
title = "Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors' Perceptions"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26920}
number = {10.18260/p.26920}
}

TY  - CPAPER
AB  - Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors’ Perceptions

This study investigates the perceptions of flipped classroom environment held by university-level engineering graphics instructors. The flipped, or inverted, classroom has gained traction as an acceptable instructional method as information and communications technologies (ICT) have attained near ubiquity in the modern classroom and Internet access is a general requirement in the majority of post-secondary courses. Understanding the perceptions of instructors within specific domains to determine best practices and issues pertaining to the implementation of flipped classrooms will inform the general body of research as to how this instructional model fits into the engineering graphics education.

An electronic survey was distributed to members of the 2014-2015 Engineering Design Graphics Division (EDGD) of the American Society for Engineering Education (ASEE). Analysis of survey responses shows largely consistent operational definitions of the flipped classroom with the majority of respondents believing the method is appropriate for undergraduate and masters level courses. Respondents also acknowledged that the flipped classroom might not be appropriate for all students or for all content areas. While a large majority of respondents reported being comfortable with the technology needed to flip the classroom, a significant number reported not being comfortable with the technology. Analysis for the rationale behind flipping engineering graphics courses revealed multiple motivations with large numbers of respondents reporting efficiency, more lab time, student engagement, and meeting differing learning styles as factors. Other factors such as cost and being mandated also emerged in the data. Respondents reported time, engagement, and interaction with students as benefits of flipping the classroom. Paradoxically, themes that were reported as beneficial were also reported as disadvantages to the classroom flip.

This study offers a snapshot of the current landscape of flipped classrooms and instructors’ perceptions of the instructional method in university engineering graphics courses. More study is needed based on the emergent themes from this research as well as student perceptions and outcomes. This study looks at the phenomenon of the flipped classroom in the domain of engineering graphics education. Comparison to other domains within engineering education may offer even greater insight and methods of positively driving best practice guidelines in the future.

AU  - Daniel P. Kelly
AU  - Aaron C. Clark
AU  - Jeremy V. Ernst
AU  - Kevin Gregory Sutton
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors' Perceptions
UR  - https://peer.asee.org/26920
DO  - 10.18260/p.26920
ER  -