Evaluating Flipped Classroom Strategies and Tools for Computer Engineering

Evaluating Flipped Classroom Strategies and Tools for Computer EngineeringAs technology allows for pervasive access to multimedia content, educators have recognized theopportunities created for more personalized learning experiences and increased interaction withstudents. A "flipped classroom" is one term used to describe the process of reversing thetraditional lecture (synchronous) versus homework (asynchronous) activities. A typical flippinginvolves moving appropriate lecture content to web-based videos that students watch beforeattending lecture. In-class activities are then designed to answer questions or uncover commonmisconceptions, model the desired processes and skills an instructor intends for students to learn,and for students to practice those skills in an environment where they can receive immediate andhelpful feedback.The flipped classroom model offers a promising alternative to enable students to attain the higherlearning outcomes of analysis, design, and evaluation by affording more face-to-face time forinstructors to play the role of mentors/experts demonstrating the desired skills they wish to instilland providing personalized, timely input for their students. However, in the context of STEM(and computer engineering, in particular) little literature exists on which strategies and tools aremost effective in a flipped model nor the actual learning outcomes achieved by participants ofthis model. In this paper, we present the results of a three year study of a flipped classroomapproach in a traditional computer architecture course. We detail the various strategies and toolsused for both the out-of-class and in-class activities. Next, an evaluation of student preferenceand perceived effectiveness of these various engagement and learning tools is detailed. Weconclude with a quantitative comparison of learning outcomes over the three year periodproviding discussion and comparison with outcomes from a baseline, non-flipped approach. Ourresults suggest a vast majority (over 90% of students) appreciated the flipped approach comparedto a traditional model. However, the components strategies employed in the flipped approachsaw a wide distribution of perceived effectiveness by the students. Strategies and activitiesinvolving modeling and demonstration of skills were highly valued while some strategies aimedat students' metacognitive approach were lowly regarded. Additionally, our quantitativecomparison of students' learning outcomes, using assessments such as a concept inventory, twoprojects, and final examinations show that achievement of lower-order learning outcomes(factual and conceptual knowledge) saw marginal gain while achievement of higher orderoutcomes jumped 10-15 points on a 100 point scale.