Using Textbook Readings, YouTube Videos, and Case Studies for Flipped Classroom Instruction of Engineering Design

Flipped classroom instruction places the transfer of information outside of the class and focuses on the application of the information in the class. Applying flipped classroom instruction to engineering design courses is challenging because design is open-ended. Three approaches were tested for second year and fourth year students taught by the same instructor in six course offerings. All course offerings used case studies. Three offerings were taught using traditional methods such as blackboard notes or PowerPoint presentations. The other course offerings used flipped classroom instruction that applied assigned textbook readings or assigned, instructor-created YouTube videos. A statistical assessment of the final exam scores show that flipped classroom instruction using assigned textbook readings result has a negative impact on final exam performance. YouTube videos and case studies have positive impacts on final exam performance.