Flipping introductory engineering design courses: Evaluating their effectiveness

Abstract

Introductory engineering courses can benefit from the flipped classroom model as these courses develop hands-on skills such as engineering design and critical thinking skills. Providing students with instruction outside the classroom with e-learning tools frees up class time to engage in activities that promote deeper learning, e.g. classroom discussions, problem-solving sessions, design activities, etc. In this paper, we discuss the implementation of a flipped classroom version of an introductory engineering design course. We evaluate student performance and perception of a flipped classroom version using data collected during the course. We also discuss elements of the course that were found to be the most beneficial for the students.