The primary goal of this research is to understand student and instructor perspectives of how flipped classrooms are implemented in the Lassonde School of Engineering. This research will use a mixed-methods approach to understand how flipped classrooms are implemented in the Lassonde School of Engineering. Flipped classrooms are a form of web-enhanced learning that allow students to learn content at home, focusing classroom time on active learning. The strategic academic plan of the Lassonde School of Engineering outlines the school’s aim to be a leader in flipped classroom pedagogy, and this teaching method has already been implemented in several courses. This research will measure perceptions of students and instructors who have experienced a flipped classroom. Overall perceptions will be compared to published best-practices for flipped classrooms. Alignment and gaps will be identified for the purpose of guiding future mechanisms to support flipped classrooms in the faculty.
eLearning, Experiential Education
Lassonde School of Engineering