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Volume 14 article 386 pages: 329-334
This paper presents a
novel approach to educating engineers by using an inverted classroom (IC) to facilitate
learning through in-class solving of multi-faceted problems designed by
engineering professionals. The objective of this approach is to develop an
instructional framework that promotes self-directed learning and enhances
problem-solving skills in undergraduate engineering students without sacrificing
knowledge of fundamental engineering principles. In this framework, material
traditionally covered in a lecture format is moved outside of class time, developed
for an on-line format, and made available in an online learning management
system. In-class time is used to solve engineering problems in teams and under
guidance of an instructor. The problems are co-developed with practicing engineers
from aerospace, medical device, HVAC and process industries. The framework was
implemented in a Heat Transfer course. Students taught using the new framework
showed improvement in self-directed learning and problem-solving skills over
students taught in a traditional setting without losing basic skills.
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