Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

The Accreditation Board for Engineering and Technology (ABET) has highlighted two key outcomes students of all accredited engineering programs: the ability to communicate effectively with a range audiences capacity acquire apply new knowledge as needed, using appropriate learning strategies. Likewise, in recent years, written exams, assignments, oral presentations show transmission-skill deficiencies among students. Flipped teaching serves boost meet these other competencies: comprehension reading, communication skills, character building, collaborative work, critical thinking, or creativity. So, flipped is more than watching videos. This research proposes evidence-based transferable strategies built on flipped-teaching model was applied by authors courses during second year global pandemic caused COVID-19: problem-based teamwork assignments. study comprised phases. First, systematic review reports, writings, exams delivered It included some video-watching analytics detect misuse. In stage, ascertained trends outcomes. Student perceptions achievement indicators illustrate possibilities encouraging learners achieve transmission, communication, literacy Results indicate that learner-centered approaches may help learn better, comprehend, apply, transmit knowledge. But they require an institutional commitment implementing proactive instruction techniques emphasize importance student skills.