The Effect of the Inverted Classroom Teaching Approach on Student/Faculty Interaction and Students' Self-Efficacy

摘要

For many years now, there has been a growing interest in the engineering education community to provide more engaging and active learning experiences for our students. A significant body of literature supports this shift and educators and explored and experimented with a wide variety of techniques to promote such deep learning. One approach that has been developed over the past 13 years is the inverted, or flipped, classroom. In some ways this approach borrows elements of a seminar class common in the arts and humanities, with the required readings being a critical piece of this mode of instruction, and the subsequent in-class discussion and debate where the learning takes hold. However, the inverted classroom approach goes beyond the seminar class and provides the instructor and student with a wide array of learning opportunities and tools.