Research supports that when students are more engaged in the classroom, they are more likely to learn material and be successful in the course. The classroom flip is a pedagogical approach that allows for more active learning in the classroom. In the classroom flip, instructors remove lecture from in-class time and replace it with more active exercises, such as problem-solving or discussion, while out-of-class time is used for required preparatory activities. An interview study was conducted with engineering instructors who use the classroom flip to better understand their approach, rationale, and experiences. This work-in-progress study is currently at the analysis stage. The purpose of this paper is to describe the process by which the study was conducted with a focus on the coding process. Preliminary results are shared on the perceived benefits and limitations of the classroom flip.
|Original language||English (US)|
|State||Published - Jan 1 2015|
|Event||6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015 - Dublin, Ireland|
Duration: Jul 13 2015 → Jul 15 2015
|Other||6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015|
|Period||7/13/15 → 7/15/15|
All Science Journal Classification (ASJC) codes