TY - GEN
T1 - Preliminary experiences with "Flipping" a facility layout/material handling course
AU - Clark, Renee M.
AU - Norman, Bryan A.
AU - Besterfield-Sacre, Mary
PY - 2014
Y1 - 2014
N2 - We are employing the "flipped classroom" teaching and learning approach in a required junior-level industrial engineering course on facility layout and material handling. In the "flipped classroom," students use out-of-class time to watch lectures available online. This frees class time for problem solving, active learning, or difficult topics, for which the instructor serves as an on-demand consultant or advisor. To prepare for flipping this class in the spring of 2014, the instructor conducted a pilot the previous spring by "flipping" three lecture periods. In a student evaluation of the pilot in which over 90% responded, nearly 65% preferred in-class problem solving to traditional lecture. Frequently-stated benefits were the in-class accessibility of the instructor and the ability to re-watch videos. The College and University Classroom Environment Inventory was administered both before the pilot and during the full classroom flip to measure changes in student perceptions, and significant differences in several dimensions closely related to the flipped classroom were observed. Also, using the Teaching Dimensions Observation Protocol, we observed an increase in active learning components within the flipped relative to the pre-flipped course, as strived for. The experiences of the instructor in flipping this IE course will also be discussed.
AB - We are employing the "flipped classroom" teaching and learning approach in a required junior-level industrial engineering course on facility layout and material handling. In the "flipped classroom," students use out-of-class time to watch lectures available online. This frees class time for problem solving, active learning, or difficult topics, for which the instructor serves as an on-demand consultant or advisor. To prepare for flipping this class in the spring of 2014, the instructor conducted a pilot the previous spring by "flipping" three lecture periods. In a student evaluation of the pilot in which over 90% responded, nearly 65% preferred in-class problem solving to traditional lecture. Frequently-stated benefits were the in-class accessibility of the instructor and the ability to re-watch videos. The College and University Classroom Environment Inventory was administered both before the pilot and during the full classroom flip to measure changes in student perceptions, and significant differences in several dimensions closely related to the flipped classroom were observed. Also, using the Teaching Dimensions Observation Protocol, we observed an increase in active learning components within the flipped relative to the pre-flipped course, as strived for. The experiences of the instructor in flipping this IE course will also be discussed.
KW - Class
KW - Engineering education
KW - Facility layout
KW - Flip
KW - Material handling
UR - http://www.scopus.com/inward/record.url?scp=84910091090&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84910091090
T3 - IIE Annual Conference and Expo 2014
SP - 1194
EP - 1202
BT - IIE Annual Conference and Expo 2014
PB - Institute of Industrial Engineers
T2 - IIE Annual Conference and Expo 2014
Y2 - 31 May 2014 through 3 June 2014
ER -