Abstract
This paper describes the results of flipping two courses in an electrical engineering technology program with the objective of increasing student achievement and enthusiasm. Both an electromagnetics and electric power course were re-designed to utilize pre-class on-line videos in replace of live “chalk and talk” lectures, with a variety of active learning strategies implemented during class time, including discussion based learning, peer instruction, and group work. To evaluate the efficacy of the approach, assessment metrics tied to course learning outcomes from each class were compared under traditional and flipped conditions, as were student provided end of semester course evaluations. Additionally, open ended student feedback was collected to evaluate the flipped method. Results of this case study indicate that engineering technology courses do not necessarily benefit from use of the flipped course format, and that student reception of the method is variable across classes.
Date of this Version
2017
Recommended Citation
Turner, M. and Webster, Rustin, "An evaluation of flipped courses in electrical engineering technology using course learning outcomes and student course assessments" (2017). School of Engineering Technology Faculty Publications. Paper 29.
https://docs.lib.purdue.edu/soetfp/29
Comments
This is the author accepted manuscript of Turner, M., & Webster, R. (2017). An evaluation of flipped courses in electrical engineering technology using course learning outcomes and student course assessments. Journal of Engineering Technology 34(2), 34-43.
© 2017 American Society for Engineering Education. Shared here with publisher permission. The Journal of Engineering Technology can be found through the ASEE Engineering Technology Division page as well as through the Scholastica page.