Flipping Engineering by Design

In a flipped mechanical engineering sophomore design course, students engaged with interactive online learning modules and follow-up graded quizzes prior to face-to-face hands-on collaborative sessions. Analysis of the student post-assessment responses demonstrated high comfort with the flipped flow of the course paired with positive online and face-to-face learning experiences. Student estimation of sufficient self-regulation for succeeding in the flipped classroom was equally positive, although analysis of their open-ended responses revealed that self-regulatory behavior was complex, developing and not as efficient as readily presented in the student responses to Likert scale questions. These findings are discussed in connection with the flipped course design and development and followed by the implications and recommendations for engineering education.