Experimentation with flipped classroom paradigm in freshman level Biomedical Engineering course - comparison with advanced undergraduate course

The flipped classroom approach replaces delivery of learning content with active forms of learning in the classroom, while content delivery usually occurs through pre-recorded video lectures.We examined whether the flipped classroom approach leads to improvement in student performance in a freshman level "Introduction to Biomedical Engineering" course and a junior-senior level "Medical Electronics" course.Similar approaches were used for both courses, with video lectures assigned for viewing ahead of classroom meetings in which the students worked on problemsolving worksheets with assistance from the instructor and a teaching assistant.Student performance was assessed by comparison of scores on exam questions that had been previously assigned to matching student cohorts taught with a traditional lecture approach.Students were also surveyed for feedback about their perceptions of the flipped classroom.We found that students performed at a higher level for the more advanced course while performance was lower for the introductory course.Student feedback revealed a higher degree of satisfaction in the junior-senior level course.Both groups perceived that the flipped classroom approach promoted placing the responsibility of learning on the students.We speculate that different levels of preparation for college were in part responsible for the mixed reception of the flipped classroom approach among the freshmen.