Using the Flipped Classroom Model in a Junior Level Course to Increase Student Learning and Success
Publication: Journal of Civil Engineering Education
Volume 146, Issue 3
Abstract
Engineering courses typically follow a similar framework for content delivery: preread, lecture, and homework. Innovations are starting to be embraced that increase engagement, student learning, and success. One technique that is being experimented with is the use of the flipped classroom. In the flipped classroom model, students watch videos of the lectures and spend class time working on active learning activities. In this study, the flipped model was applied to a junior level civil engineering course, Structural Analysis, with the goal of increasing student learning and success. A statistical analysis of the attainment of the student learning objectives (i.e., student learning) determined mixed results. Of the seven learning objectives for the course: four increased, two decreased, and one decreased less than one percent. The study found that the flipped model had a positive effect on student success. There was a 7.9% increase in students who earned a C grade or better in the course.
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Data Availability Statement
Some or all data, models, or code generated or used during the study are proprietary or confidential in nature and may only be provided with restrictions. Restricted items include individual student data that has been anonymized.
Acknowledgments
The author would like the thank the University of South Alabama Innovation in Learning Center for supporting this effort through the Scholarship of Teaching and Learning (SoTL) minigrant program. The author would especially like to thank Dr. Raj Chaudhury, Dr. Sue Mattson, and Dr. Jennifer Yates for all of their hard work and dedication to improve teaching and research at the University of South Alabama.
References
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Information & Authors
Information
Published In
Journal of Civil Engineering Education
Volume 146 • Issue 3 • July 2020
Copyright
©2020 American Society of Civil Engineers.
History
Received: Aug 7, 2019
Accepted: Jan 13, 2020
Published online: Apr 9, 2020
Published in print: Jul 1, 2020
Discussion open until: Sep 9, 2020
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