Flipped Classroom or Active Learning: Integrating Alternative Teaching Methods into Engineering Technology Curriculum

Abstract This paper looks at the characteristics of the flipped classroom and the significance of how this may or may not change the traditional engineering technology approach to teaching. The lessons learned from flipping an engineering technology class in operations management will be presented along with assessment of student learning in the class. Examples of traditional engineering technology courses utilizing active learning techniques that are not supportive of the flipped methodology are also presented. Finally, points for discussion will be explored regarding how to determine when the flipped classroom should be used and when it may not be the best approach in an already established active learning environment.