Implementing a Hybrid-Flipped Classroom Model in an Introduction to Engineering Course

Much has been written recently about the use of the flipped classroom models in which students absorb most of the content prior to class through reading, exercises, or videos and use the class time for discussion, clarification, or problem solving.This paper discusses how this process was adapted for the Introduction to Engineering courses at the University of Arkansas.As the class consists almost entirely of first-year students from various high school backgrounds, students begin with large discrepancies in preparedness, study skills, and previous exposure to topics.This can make instruction difficult as some students struggle while others are bored.Using a flipped classroom model with instructional videos followed by time to work problems in class allows well prepared students to not feel restricted by slower working classmates.The additional problem of poor study skills or discipline is overcome by our use of an instructional computer lab.This allows students to have access to the instructional videos during the class as a refresher (or a first look).This also aids with struggles students have entering answers in an electronic format.