Cornwell, P. (2021, July), Interactive Videos and “In-Class” Activities in a Flipped Remote Dynamics Class   Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37371

\bibitem{asee_peer_37371}
  Cornwell, P. (2021, July), \emph{Interactive Videos and “In-Class” Activities in a Flipped Remote Dynamics Class }
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37371

Phillip Cornwell.  "Interactive Videos and “In-Class” Activities in a Flipped Remote Dynamics Class ".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37371 Internet.  24 Apr, 2024

\bibitem{asee_peer_37371}
  Phillip Cornwell.
  "Interactive Videos and “In-Class” Activities in a Flipped Remote Dynamics Class ".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37371 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_37371
author = "Phillip Cornwell"
title = "Interactive Videos and “In-Class” Activities in a Flipped Remote Dynamics Class "
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37371}
number = {10.18260/1-2--37371}
}

TY  - CPAPER
AB  - Flipped classes are relatively common in the engineering education community. In a flipped class, the lecture content is typically delivered asynchronously via videos, and the in-class activities are ideally redesigned to be more active. Due to COVID-19, many classes have become entirely remote. With classes no longer meeting face-to-face, what should the “in-class” portion of a flipped class look like?  In this paper, I will discuss a flipped, remote dynamics class. Videos of lectures and example problems were watched by the students before the class met synchronously via Blackboard Collaborate during the regularly scheduled class times. In particular, I will present ways to enhance the out-of-class videos using embedded questions and the strategies that were used to engage students during class including activities such as grading the completed homework assignment, concept questions, and breakout rooms to work on the next homework assignment. Assessment data on students’ perceptions of the class and which activities were most beneficial in the flipped, remote environment will also be presented.
AU  - Phillip Cornwell
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Interactive Videos and “In-Class” Activities in a Flipped Remote Dynamics Class 
UR  - https://peer.asee.org/37371
DO  - 10.18260/1-2--37371
ER  -