Complete Flipping of a Large Advanced Analytical Course: Engaging Students as Partners

Abstract

Flipped mode teaching approach has become increasingly popular in modern education, especially in Engineering, because it has become a proven indicator for improved student engagement and student-centric proactive learning. However, flipping large advanced analytical courses is challenging as it is overly reliant on students' diligence for learning. This paper shows how a 100% flipping was achieved in a large final year undergraduate electrical engineering course by adopting unique approaches. A variety of activities both online and in-class were used and co-run by student mentors. These helped to create a community of learners both inside and outside the classroom. The assessment structure was changed to help students' reflect on their understanding. Project based learning was also implemented to help students in developing deep and long-lasting learning. The results, in comparison with previous years of this course offering, show that there is a significant improvement in students' learning outcomes and engagement.