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There is increasing pressure to incorporate aspects of the online education model into Canadian Universities. There is also a valid criticism of traditional engineering education models based on the conventional classroom lecture. Whether lectures are seen as boring or extremely entertaining, maximizing student comprehension andengagement as well as retention of information presented in conventional lectures is a challenge being faced widely in engineering education. The strategy explored in this paper is the use of a flipped lecture component in Electronic Systems Engineering courses at the University of Regina.With assistance from the University of Regina’s Centerfor Teaching and Learning, the application of a flipped lecture technique was trialed in a Winter 2013 ESE Course. The results, and future plans are presented .
Wagner et al. (Mon,) studied this question.