Lessons learned in teaching heat transfer with a flipped classroom

Abstract

With increasing amounts of technology readily available, many secondary and post-secondary instructors have begun utilizing a flipped classroom approach to support student learning. Described broadly, this approach "flips" traditional lectures outside the classroom with video technology and uses class time to engage students in problem solving that is facilitated by the instructor. This paper describes students' perceptions and reactions to one college professor's attempt to utilize a flipped classroom model with his engineering students. Further discussion is offered in the paper analyzing the ways in which the course structure evolved and the lessons learned.