In the flipped classroom model, students are assigned to read material or view videos on class topics before coming to class. The traditional lecture period can then be used to engage students via a variety of methods including active learning techniques such as peer instruction, labs, and problem sets. Cited advantages of this pedagogical method include, amongst others: time to spend with
... [Show full abstract] student on authentic research, time to work with scientific equipment in classrooms lecture content can be viewed repeatedly, the method promotes thinking both inside and outside of the classroom, and students are more actively involved in the learning process. All of these advantages share a common philosophy; online instruction can be used at home to free class time for learning. This paper presents the implementation, delivery, and analysis of a flipped course in electrical power engineering technology at the undergraduate level. The methods used are characterized in terms of existing evidence based research for practical and effective instruction, and instructor and student feedback is included for comparison. First, a method of converting the traditional lecture based instructional content into web-based videos using a low-cost do-it-yourself smart board is presented, as well as the organization of video content into online playlists for ease of viewing. Second, methods of monitoring student completion of out-of-class assignments are evaluated, and the use of low-stakes online quizzes is presented as such a tool. The restructuring of class time is then discussed, including the use of deep learning activities, problem based learning, peer instruction, laboratory based learning, and traditional problem sets. The paper is concluded with a summary of reports on student's perceptions of the flipped methodology. Throughout the paper, both the benefits and the pitfalls of the flipped classroom method are highlighted, and the importance of proper instructional design is emphasized.
