Teaching dynamics using a flipped classroom blended approach

Abstract

This paper presents the results of a pilot study performed on flipping an undergraduate foundation course in engineering into a blended or mixed-mode format. A blended instructional model integrates face-to-face instruction with online instruction. Enhanced student satisfaction and greater student success rates are some of the key benefits of a blended model over a traditional face-to-face model. The effectiveness of the blended instructional model is evaluated through comparative data analysis across two semesters for the course Engineering Analysis: Dynamics taught using a traditional face-to-face format in the first semester and a redesigned blended format in the subsequent semester. Student performance, student engagement and student satisfaction are the three primary criterion used in evaluating the effectiveness of the blended delivery model. Results of this study are very positive, with, 85% of the students reporting being satisfied with the redesigned course structure and delivery. Overall student performance in major assignments shows improvement in the blended class as compared to the regular class, thus indicating better knowledge retention in the redesigned course. Finally, the redesigned course shows active class engagement as obtained from video analytics data.