The concept of the flipped classroom, where the lecture is moved outside the classroom with the help of technology and learning activities occur inside the classroom, was recently introduced into college-level courses. Such a form of learning is expected to provide an excellent platform for organizing innovative classroom activities in which higher-order cognitive skills for interdisciplinary learning are introduced. However, engineering programs have lagged behind other fields in integrating blended learning into curricula. In this case study, the effectiveness of flipped teaching for civil engineering students in a water resources course was assessed. One section of the course was delivered online and was provided to students before class. In-class activities were designed to promote higher-order cognitive skills. Formative and quantitative assessments were designed to evaluate the effectiveness of the flipped teaching approach. This case study found that students are generally willing to participate in the innovatively flipped teaching approach. In addition to efficiency, this approach led to an improved grasp of concepts and problem solving.
|Original language||English (US)|
|Journal||Journal of Professional Issues in Engineering Education and Practice|
|State||Published - Jan 1 2017|
ASJC Scopus subject areas
- Civil and Structural Engineering
- Industrial relations
- Strategy and Management