Publication Type:

Conference Proceedings


J. L. Jessop


American Society of Engineering Education (2015)



<p>Flipping is an appealing method to engage students for meaningful and active learning. However, students are notoriously resistant to this shift in learning culture, which puts the responsibility for learning more squarely on their shoulders. In this paper, ideas are provided to manage student expectations of the flipped course, and essential elements for increased student satisfaction and participation are presented. In addition, qualitative and quantitative assessment data are used to begin addressing the question &ldquo;How does flipping affect student performance in required downstream courses?&rdquo; With this information, further improvements in the flipped experience can be suggested to maximize the impact of this active learning technique.</p>

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