Five Years of Flipped Classrooms: lessons learned Senske, Nick Senske, Nicholas
dc.contributor.department Architecture 2018-12-12T21:55:42.000 2020-06-29T23:43:01Z 2020-06-29T23:43:01Z Sun Jan 01 00:00:00 UTC 2017 2017-04-19 2017-03-01
dc.description.abstract <p>In recent years, flipped classrooms have gained in popularity at many universities. However, they remain uncommon in design education. This paper presents the author's experiences creating and teaching flipped classrooms for required computing and communications courses over the past five years. In each of the two case studies, the introduction of flipped classrooms produced improvements in student learning outcomes, student engagement, and more efficient uses of school resources (e.g. contact hours, classroom space, TA's, etc.) compared to nonflipped versions of the courses. The author presents the details of the course structures, assessment methodology, and outcomes for the studies. The intent of presenting these studies is to share ideas about creating effective flipped classroom experiences and to help beginning design educators determine whether flipped classrooms are appropriate for their needs.</p>
dc.description.comments <p>This proceeding is from <em>NCBDS 33 | Begin w/ why: Ethics and values in beginning design</em> (Salt Lake City: University of Utah, 2017).</p>
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dc.identifier archive/
dc.identifier.articleid 1109
dc.identifier.contextkey 10043381
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dc.identifier.submissionpath arch_conf/109
dc.language.iso en
dc.source.bitstream archive/|||Fri Jan 14 18:30:33 UTC 2022
dc.subject.disciplines Architecture
dc.subject.disciplines Educational Methods
dc.title Five Years of Flipped Classrooms: lessons learned
dc.type article
dc.type.genre conference
dspace.entity.type Publication
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relation.isOrgUnitOfPublication 178fd825-eef0-457f-b057-ef89eee76708
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