Implementation of the flipped classroom model in a large-scale first-year engineering subject

Abstract

CONTEXT The flipped classroom approach reverses the traditional sequence of teaching: students are equipped with conceptual knowledge through pre-lecture content, and this is then consolidated in class through interactive instructor-facilitated activities. This approach lends itself well to the teaching of engineering concepts, given the discipline’s heavy focus on applied problem solving. While flipped teaching has been shown to increase student engagement, improve knowledge development, and personalise the learning process, it can be challenging to implement, particularly in first-year student cohorts that are typically characterised by low learner maturity. PURPOSE This paper presents th..