Flipped-Lecture Classroom Pedagogy in Electrical System and Illumination Design Engineering

Abstract

Several challenges impact student success, and one significant area of concern revolves around student retention. Research indicates that students are more likely to persist in their college studies when they possess well-defined objectives, engage actively in the learning process, and actively participate in classroom activities. Essentially, students derive more knowledge when they are deeply immersed in their educational journey and have opportunities to apply the acquired knowledge. Additionally, electrical engineering students benefit from involvement in the teaching and learning experiences of their peers, encompassing group work, peer review, study groups, and peer-led instruction both inside and outside the classroom. A relatively recent active learning approach gaining popularity is the flipped classroom technique, embraced by faculty across various institutions. In a flipped classroom setting, traditional class lectures are replaced with laboratory activities and in-class exercises. Lectures, typically delivered through alternative mediums such as on-demand videos or podcasts, take a backseat. It's important to note that there isn't a rigid model for flipped classrooms; rather, it draws inspiration from concepts like student engagement, hybrid course design, and course podcasting.This paper delves into the integration of the flipped classroom technique into a three-credit electrical engineering design course meeting twice a week. It provides a comprehensive overview of the course structure, delves into the findings from student surveys, and outlines plans for enhancing the delivery of this course and similar ones in the future.