Flipped Classroom

The Effects of "Flipped Classroom" Concept on the Effectiveness of Teaching

Authors
  • Wei Zheng (University of Wisconsin - Stout)
  • Timothy Becker (University of Wisconsin - Stout)
  • Xuedong Ding (University of Wisconsin - Stout)

Abstract

A lesson study project is carried out to examine various teaching methodologies on the students’ learning through support from the Office of Professional and Instructional Development (OPID) of University of Wisconsin System. The study involves a diverse body of faculty and students affiliated with three different programs on campus. One of the methodologies of interest is the “flipped classroom” concept in the teaching community. In this work, flipped classroom activities are conducted in teaching one engineering and technology course titled with “Fundamentals of Plastics Materials and Processing” (MFGT‐251). Particularly, the concept is incorporated in two series of lectures on injection molding, blow molding and thermoforming. Student’s performance is evaluated through laboratory assignments, quizzes, and exams. Results on students’ learning and the feedbacks from the students are presented. The implication of the results will also be discussed.

How to Cite:

Zheng, W. & Becker, T. & Ding, X., (2014) “The Effects of "Flipped Classroom" Concept on the Effectiveness of Teaching”, 2014 ASEE North Midwest Section Conference 2014(1), 1-7. doi: https://doi.org/10.17077/aseenmw2014.1019

Rights: Copyright © 2014 Wei Zheng, Timothy Becker, and Xuedong Ding

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Published on
17 Oct 2014
Peer Reviewed