Ayasoufi, A., & Williams, R. (2018, June), Revising the Flipped Classroom  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30940

\bibitem{asee_peer_30940}
  Ayasoufi, A., \& Williams, R. (2018, June), \emph{Revising the Flipped Classroom}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30940

Anahita Ayasoufi and Rick Williams.  "Revising the Flipped Classroom".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://strategy.asee.org/30940 Internet.  28 May, 2024

\bibitem{asee_peer_30940}
  Anahita Ayasoufi and Rick Williams.
  "Revising the Flipped Classroom".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://strategy.asee.org/30940 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_30940
author = "Anahita Ayasoufi and Rick Williams"
title = "Revising the Flipped Classroom"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/30940}
number = {10.18260/1-2--30940}
}

TY  - CPAPER
AB  - A new approach to teaching core Mechanical Engineering courses is presented. The approach combines the Flipped Classroom method with Visual Thinking Strategy. It exploits the powerful aspects of Flipped Classroom, including interactive and engaged problem-solving sessions, while avoiding its pitfalls, in particular the main student complaint which is the elimination of interaction with the instructor while encountering the material for the first time.  This combined approach was developed using step-by-step feedback and active guidance from Mechanical Engineering students and was devised to fit their needs and expectations in learning, retaining, and applying the material. The technique was tested using two parallel sections of Mechanics of Materials, one using the proposed technique and the other the traditional lecture method as control section. The effectiveness of the two teaching approaches were compared using common exam problems evaluated with the same rubric. The paper provides the details of the proposed technique, supporting background in neuroscience of learning, sample pre-class exercises, and a narrative of constructive classroom conversation from one of the sessions. The result showed enhancement of student engagement and participation, facilitation of learning, and favorable student feedback.
AU  - Anahita Ayasoufi
AU  - Rick Williams
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Revising the Flipped Classroom
UR  - https://strategy.asee.org/30940
DO  - 10.18260/1-2--30940
ER  -