Inverted Classroom by Topic - A Study in Mathematics for Electrical Engineering Students

Authors

  • Isabel Braun Karlsruhe University of Applied Sciences
  • Stefan Ritter Karlsruhe University of Applied Sciences
  • Mikko Vasko Karlsruhe University of Applied Sciences

DOI:

https://doi.org/10.3991/ijep.v4i3.3299

Keywords:

inverted classroom, flipped class, mathematics

Abstract


The inverted classroom is a teaching model, where the students prepare for classroom by watching video lectures. The classroom time is then dedicated to individual practice. We evaluated a mathematics course for electrical engineering students throughout three semesters, where 20% of the topics were taught using the inverted classroom model. The aim was to find out whether the model can help to better address groups with large differences in prior knowledge in mathematics. We report mainly positive feedback from the students, although the opinions vary greatly between the groups. The students appreciate the increased amount of practice in the classroom as well as the possibility to learn at their own pace. Exam performance remained constant in the topics taught using the inverted classroom compared to previous semesters. The exam performance of weaker students also remained constant.

Author Biographies

Isabel Braun, Karlsruhe University of Applied Sciences

Service-Center for Teaching and Learning, Project SKATING, Academic staff

Stefan Ritter, Karlsruhe University of Applied Sciences

Faculty of Electrical Engineering and Information Technology, Professor

Mikko Vasko, Karlsruhe University of Applied Sciences

Service-Center for Teaching and Learning, Project SKATING, Academic staff

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Published

2014-06-12

How to Cite

Braun, I., Ritter, S., & Vasko, M. (2014). Inverted Classroom by Topic - A Study in Mathematics for Electrical Engineering Students. International Journal of Engineering Pedagogy (iJEP), 4(3), pp. 11–17. https://doi.org/10.3991/ijep.v4i3.3299

Issue

Vol. 4 No. 3 (2014)

Section

Papers

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