Warren, K., & Padro, M., & Wang, C. (2020, June), Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34727

\bibitem{asee_peer_34727}
  Warren, K., \& Padro, M., \& Wang, C. (2020, June), \emph{Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34727

Kimberly  Warren, Meagan Padro, and Chuang Wang.  "Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34727 Internet.  23 Dec, 2024

\bibitem{asee_peer_34727}
  Kimberly  Warren, Meagan Padro, and Chuang Wang.
  "Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34727 Internet.  23 Dec, 2024

@INPROCEEDINGS{asee_peer_34727
author = "Kimberly  Warren, Meagan Padro, and Chuang Wang"
title = "Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34727}
number = {10.18260/1-2--34727}
}

TY  - CPAPER
AB  - The pace and delivery style of a traditional engineering lecture makes it difficult for students to stay engaged, motivated, and achieve higher levels of learning in the classroom.  Even with an excellent instructor, many students have a hard time managing their time in the classroom and are forced to use a ‘write down now, learn later’ strategy. Active learning activities are necessary to increase engagement and comprehension in the classroom.  Flipped classrooms have gained traction in recent years because this instructional method enables the student to begin the learning process outside of class at their own pace, and then use the in-class time to participate in active learning strategies that increase engagement between faculty and students.  However, there are some challenges to a fully flipped classroom that can be difficult to overcome in a civil engineering classroom.  For this reason, a control-treatment group design study was conducted to pilot a Partially Flipped Classroom (PFC) instructional model over two semesters in a required civil engineering course to formally assess student engagement, perceptions, learning, and gains.  Additionally, this study investigated whether this instructional model enabled students to reach higher-order cognitive skills in accordance with Bloom’s Taxonomy. Extensive qualitative and quantitative data were collected and analyzed using statistical procedures by an independent evaluator.  This paper will present the highlights from the quantitative data analysis, examine the significant findings from the student focus groups conducted, discuss lessons learned from this study, and compare the results and student performances of this study to other flipped classroom students presented in the literature.    
AU  - Kimberly  Warren
AU  - Meagan Padro
AU  - Chuang Wang
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study
UR  - https://peer.asee.org/34727
DO  - 10.18260/1-2--34727
ER  -