Evaluating the effectiveness of flipped learning in an upper-division undergraduate electrical engineering course

This paper explores the implementation and effectiveness of flipped learning methodology, in an upper-division undergraduate electrical engineering course at a public research university. Given the limited research on flipped learning practices in engineering education, this study highlights the potential of flipped learning while addressing its implementation challenges. The objective of this study is to compare the learning outcomes between flipped and traditional classrooms taught between 2006 and 2023, using a quasi-experimental design. Additionally, student perceptions and their performance in various assessments are investigated for the Fall 2023 modified flipped classroom. Students’ feedback garnered at the end of the semester was combined with their grades to evaluate learning outcomes and perceptions of the flipped learning approach. The findings revealed an increase in the grades for the flipped classroom. The Fall 2023 students’ feedback indicated a preference for collaborative and active learning methods while revealing a reluctance to engage with pre-recorded videos, posing a major challenge in implementing flipped learning. The paper offers implications for future flipped courses, including methods to incentivize students to watch the pre-recorded videos and mitigate uneven learning outcomes in collaborative learning environments. Furthermore, it was observed that not all students prefer the flipped learning format. Hence, integrating mini-lectures may cater to students who prefer the traditional approach while maintaining the benefits of flipped learning.