Scheduled System Maintenance on May 29th, 2015:
IEEE Xplore will be upgraded between 11:00 AM and 10:00 PM EDT. During this time there may be intermittent impact on performance. We apologize for any inconvenience.
By Topic

Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$31 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

3 Author(s)
Mason, G.S. ; Mech. Eng. Dept., Seattle Univ., Seattle, WA, USA ; Shuman, T.R. ; Cook, K.E.

An inverted, or flipped, classroom, where content delivery includes video lectures watched outside of the classroom, is a method that can free classroom time for learner-centered activities such as active and problem-based learning. This study compared the effectiveness of an inverted classroom to a traditional classroom in three areas: 1) content coverage; 2) student performance on traditional quizzes and exam problems; and 3) student observations and perception of the inverted classroom format. A control-treatment experiment comparing an inverted classroom to a traditional lecture-style format was used. The results show that: 1) the inverted classroom allowed the instructor to cover more material; 2) students participating in the inverted classroom performed as well or better on comparable quiz and exam questions and on open-ended design problems; and 3) while students initially struggled with the new format, they adapted quickly and found the inverted classroom format to be satisfactory and effective.

Published in:

Education, IEEE Transactions on  (Volume:56 ,  Issue: 4 )