![]() Introduction The FLIPPED CLASSROOM is a pedagogical model that moves direct instruction outside of the classroom to allow more time in class for student-centered activities such as group work or peer-instruction. These findings suggest that instructors may be able to successfully use the FLIPPED CLASSROOM model in a modular fashion when expectations for students are clearly communicated. Students indicated that having clearer instructions about what is expected of them would further smoothen this transition. The survey results show that the majority of the students found the transition to the FLIPPED CLASSROOM easy or somewhat easy to adapt to despite not receiving information about the benefits of this pedagogical model. Classroom observations were recorded, and Y outube Watch Time data were obtained. After the module, students were asked to complete a survey about their perceptions of the module. Aside from instructions to watch screencasts of lecture material and complete online quizzes before class, the FLIPPED CLASSROOM model was not promoted to students. In this study, students in an Introductory Biomedical Engineering course were taught using the FLIPPED CLASSROOM model only for the Biotransport Module (2 class periods out of 19 for the term) in the middle of the semester. Reasons for not flipping the entire course include deciding that only portions of the course would benefit from the FLIPPED CLASSROOM model, or perhaps as a pre-cursor to flipping the entire course in subsequent offerings. ![]() However, this may not be the best use of time if the instructor only plans to use the FLJPPED CLASSROOM model to teach a small portion of the class. Guides to Flipping the Classroom suggest investing time at the start of the course to promote the FLIPPED CLASSROOM model to students. Foo, Iwijn De Vlaminck, Kimberly Williams Abstract The FLIPPED CLASSROOM model moves direct instruction outside of the classroom, allowing more time for student-centered in-class activities. Box 68 Port Royal, VA or ed to: Telephone: Fax: ( ) Copyright 2 TRANSACTIONS ON TECHNIQUES IN STEM EDUCATIONÄ£ STUDENT ADAPTATION TO THE MODULAR USE OF THE FLIPPED CLASSROOM IN AN INTRODUCTORY BIOMEDICAL ENGINEERING COURSE John C. Traver Papers submitted for teaching faculty peer-review should be submitted in Microsoft Word and should be sent directly to: Transactions on Techniques in STEM Education ISSN: X Port Royal Square 328 Main Street, Suite 2 P.O. Transactions on Techniques in STEM Education is published in the public interest. For almost 50 years two educational consortia, NCEE (Northeast Consortium for Engineering Education) and SCEEE (Southeastern Center for Electrical Engineering Education) have supported engineering faculty in scholarly research, faculty development, professional education, and publication of scholarly books, texts, and periodicals. Everett, Jr., SCEEE Development Fund Trust. Naval Post Graduate School Transactions on Techniques in STEM Education is published by NCEE in cooperation with the Trustees of the Woodrow W. Everett, III, Onondaga Community College of State University of New York Professor William P. Eveleigh, Syracuse University Professor Woodrow W. ![]() Ball, Mississippi State University Professor Marvin Bishop, Manhattan College Professor Emeritus Virgil W. FACULTY ADVISORY COUNCIL Professor John E. A Faculty Advisory Council reviews each quarterly issue to select the best paper for an author(s) honorarium and to select from the four quarterly best papers an annual best paper author(s) honorarium. The aim of the publication is to provide a hard copy, teaching faculty peer-reviewed, publication as another avenue for dissemination of STEM teaching aids. Published papers include those on innovative techniques in faculty development and research, faculty-student projects, work-in-progress items, effective classroom demonstrations, classroom energizers, and teaching aids. I FRONTPIECE Transactions on Techniques in STEM Educatiori is a quarterly scholarly publication as an idea-sharing forum for teaching faculty at all levels.
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