Title: Evaluating the effectiveness of the flipped classroom approach for learning outcomes in environmental engineering courses
Authors: Matthew Franchetti
Addresses: Mechanical, Industrial, and Manufacturing Engineering Department, College of Engineering, The University of Toledo, 2801 W. Bancroft St., Toledo, 43606 OH, USA
Abstract: Inverted or 'flipped' classrooms represent a growing area of interest in environmental engineering education. The purpose of this paper is to report the findings of the integration of the flipped classroom pedagogical model to an environmental engineering elective course. The approach involved community-based projects related to installing rain harvesting systems in the local area. The key findings from the study demonstrate that the integration of the flipped classroom improved the students' attitudes towards engineering, higher-order cognitive learning, self-efficacy, ease of learning the subject matter, team working and communication skills; all relevant objectives related to engineering accreditation.
Keywords: flipped classroom; inverted classroom; community projects; learning outcomes; environmental engineering education; rain harvesting; cognitive learning; self-efficacy; ease of learning; team working; communication skills; higher education; sustainability; sustainable development.
International Journal of Higher Education and Sustainability, 2016 Vol.1 No.2, pp.167 - 180
Received: 29 Jun 2016
Accepted: 12 Sep 2016
Published online: 07 Dec 2016 *