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While the College of Engineering (CoE) is expanding existing engineering courses to online delivery for adult students, the CoE has a strong commitment to maintain the student-centered focus, and active learning strategies that have enabled success despite the multiple external student commitments. The strategic plan was to leverage the experience of the full-time faculty to jointly develop modules for the freshman introductory course, Introduction to Engineering. The flipped classroom model seems to be a consistent extension of the existing classroom practice of providing theory in brief introductions, followed by significant classroom practice in problem solving. Once developed, the course was initially offered to students who met on campus, using the online modules. The time in the classroom was used to identify unforeseen issues and bugs that impeded student learning, and to model synchronous “chats” to answer questions and provide students the opportunity to share solutions that would be included in online course delivery. Grading results and course surveys were used to assess and improve the effectiveness of the flipped classroom through sequential course offerings. The paper summarizes the results of the flipped classroom and its implementation using Google Docs and interactive video. Several topics are briefly discussed to improve the instructional design. Cognitive Load Theory provides rationale for the positive student experience, and numerous tips and studies on the use of video with interactions have been explored by academia and industry. These studies show that adding interactions to the multimedia content improves student engagement, retention and many other benefits.

Summary of Flipped Classroom Results for Introduction to Engineering Using Google Docs and Interactive Video