An Evaluation of Flipped Courses in Electrical Engineering Technology Using Course Learning Outcomes and Student Course Assessments

This paper describes the results Blipping two courses in an electrical engineering technology program to increase student achievement and enthusiasm. Both an electromagnetics and electric power course were re-designed to utilize pre-class, online videos to replace live "chalk and talk" lectures, with a variety of active learning strategies implemented during class time, including discussion-based learning, peer instruction, and group work. To evaluate the efficacy of the approach, assessment metrics tied to course learning outcomes from each class were compared under traditional and flipped conditions, as were student provided, end-of-semester course evaluations. Additionally, open-ended student feedback was collected to evaluate the flipped method. Results of this study indicate that engineering technology courses do not necessarily benefit from use of the flipped course format and that student reception of the method varies across classes.