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Educational practice and the concept of ‘active learning’ have had a significant impact on engineering education. Challenging students with questions and problem-solving activities to learn course material is what we do in engineering courses. However, how do we continue to cover the amount of material we need to cover and still open up class time to include the active learning strategies so necessary in engineering? This paper describes the design and implementation of an instructional strategy called ‘the classroom flip’ or inverted classroom that was put into practice in an industrial engineering course. Initial results from the classroom provide feedback and insight into how this technique might be best utilized to enhance learning in engineering education.
Toto et al. (2009) studied this question.