Designing an Active Learning Environment Architecture Within a Flipped Classroom for Developing First Year Student Engineers

Abstract

We discuss a mixed methods approach for assessing the flipped classroom, which we applied to a school-wide initiative starting in the fall of 2013. Assessment of a flipped classroom is, in many ways, no different than rigorous assessment of any good pedagogy. Assessment planning must first consider the objectives of the pedagogical initiative. The critical question we asked was “What educational gains or advantages should students experience as a result of course flipping?” We then focused on the selection of instruments and protocols for measurement. To study student learning and achievement, we analysed pre-flip versus flip exam and homework results and formally interviewed instructors. To investigate in-class engagement and active learning, we conducted classroom observation using a validated protocol. Using web analytics video access data, we investigated preparation with the flipped classroom and its relationship to achievement. Finally, to assess student perceptions, we used an evaluation survey tailored to the flipped classroom and a research-based classroom environment instrument. A comprehensive and thorough assessment plan provides the advantage of both formative and summative data for an initiative and can guide future directions with it.