Boronyak, A. (2021, July), Student Feedback on Best Practices for Flipped Classroom Courses in a First-year CAD Course  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37743

\bibitem{asee_peer_37743}
  Boronyak, A. (2021, July), \emph{Student Feedback on Best Practices for Flipped Classroom Courses in a First-year CAD Course}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37743

Angela Boronyak.  "Student Feedback on Best Practices for Flipped Classroom Courses in a First-year CAD Course".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://strategy.asee.org/37743 Internet.  19 May, 2024

\bibitem{asee_peer_37743}
  Angela Boronyak.
  "Student Feedback on Best Practices for Flipped Classroom Courses in a First-year CAD Course".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://strategy.asee.org/37743 Internet.  19 May, 2024

@INPROCEEDINGS{asee_peer_37743
author = "Angela Boronyak"
title = "Student Feedback on Best Practices for Flipped Classroom Courses in a First-year CAD Course"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/37743}
number = {10.18260/1-2--37743}
}

TY  - CPAPER
AB  -    This study investigates student perceptions of a flipped classroom computer-aided design (CAD) course. While flipped classroom models are gaining popularity in higher education, student’s attitudes towards these courses are often mixed. Over three years, a first-year engineering CAD course was “flipped” by the instructor recording short video demos of SOLIDWORKS techniques for students to watch outside of class in addition to step-by-step text instructions. While in class, the instructor gave a brief overview of new techniques, and then the rest of class time was used to complete homework assignments and group projects. At the end of the course, student perceptions of the course were assessed by an anonymous survey. More than 75% of the students responded that they preferred this CAD course be taught in the flipped classroom format over a traditional lecture format (without video demos); however, when asked about other courses, only 33% of students preferred their other courses to be taught in a flipped classroom format. Student comments to explain their preferences show that engineering graphics design and software-based courses may be best suited to the flipped classroom model over other course topics. To improve student attitudes towards flipped classroom courses, the videos should be recorded by the instructor and available for replay as many times as needed. The instructor should also allow some class time to work on homework or traditionally “outside of class” assignments to make up for the out of class time required by students to watch the videos. 
AU  - Angela Boronyak
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Student Feedback on Best Practices for Flipped Classroom Courses in a First-year CAD Course
UR  - https://strategy.asee.org/37743
DO  - 10.18260/1-2--37743
ER  -