Flipped classroom learning in a large introductory undergraduate engineering course

CONTEXT The flipped-classroom model is a recent educational development that is prominent in the literature on learning. The typical flipped class scenario involves students looking up information, reading printed materials or watching videos prior to gathering in a classroom to apply the knowledge through problem solving activities with guidance from the teacher. However, there is little research available about the effects of the flipped class on students’ learning in large introductory engineering courses with a strong lab component that must be conducted in multiple streams. This current research is based at one New Zealand university with engineering student enrolments of typically 150 students. In the past few years, prior to the introduction of the flipped class, the course lecturers have been refining the teaching of the course through a focus on threshold concepts (TCs) and the introduction of online tutorials.