Lessons from Flipping Subjects in Engineering: Effectiveness of Student Learning in a Flipped Environment at the University Level

This paper outlines the subjective and quantitative outcomes of introduction flipped classroom approach to two engineering subjects at University Melbourne. In this approach, lectures are delivered online as opposed traditional method being provided in person. To facilitate learning, after each part an lecture, students completed activity reflect upon review content via compulsory questionnaires. Students would then attend formal classes person (e.g., workshops) which they participate interactive collaborative activities related lecture material. Surveys were beginning semester understand their perceptions different learning activities. The surveys indicate that who did well on questionnaires also subject with a positive trend between questionnaire scores final grades both subjects. survey results suggest could provide better for university level if implemented way promotes active student-centered learning. Some recommendations based implementation future level.