Analysis of Flipped Classroom Techniques and Case Study Based Learning in an Introduction to Engineering Materials Course

Oct 15, 2026

Uploaded by Đào

Students should encounter open-ended, complex design challenges to prepare for the realities of engineering practice. Between 2012 and 2016, flipped classroom instruction and case-based learning were evaluated in a second-year introduction to engineering materials course using textbook readings, custom YouTube videos, teaching assistant-led problem analysis, and case-study final assessments. Textbook-based flipping produced negligible effects on final exam performance, while YouTube videos and case studies improved quiz and laboratory results aligned with learning outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Introduction

IMPULSE framework

Courses and implementation

Course structure and student cohorts

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | ABSTRACT Students should be exposed to open-ended, complex design challenges during their courses to better prepare the students for the design challenges that they will encounter during their careers. This preparation may be achieved by combining flipped classroom instruction, case based learning in an active classroom, and authentic assessments. Between 2012 and 2016, these techniques were assessed in a second year introduction to engineering materials course. Iterations of the course examined flipped classroom instruction using assigned textbook readings and custom made YouTube videos. Classroom activities and final exams using case studies were also evaluated. Flipped classroom instruction using assigned textbook readings was shown to have a negligible effect on students’final exam performance compared to a traditional lecture delivery. The use of custom made YouTube videos and case studies had a positive impact on students’ quiz and laboratory scores, indicating an improved alignment with the course’s learning outcomes. The use of case studies during the problem analysis sessions led by teaching assistants was shown to have a negligible impact on students’ final exam performance. Given the results of the quizzes and laboratories, the use of a flipped classroom approach with YouTube videos and active learning driven by case studies is recommended for teaching engineering materials. This pedagogical configuration exhibits improved alignment with the practical learning outcomes associated with engineering materials such as material selection, failure, and heat treatments. Key words: flipped classroom, case-based learning, authentic assessment INTRODUCTION Undergraduate engineering programs are reputed as rigorous and demanding programs with high attrition rates. These programs typically use traditional teaching approaches that may impair 2 2023: VOLUME 11 ISSUE 1 ADVANCES IN ENGINEERING EDUCATION Analysis of Flipped Classroom Techniques and Case Study Based Learning in an Introduction to Engineering Materials Course the training of engineers from diverse backgrounds; engineers that are necessary to solve the grand challenges of the 21st century (NAE 2008) . To advance the training of diverse engineers requires a re-examination of engineering pedagogical approaches. Such a re-examination led to the creation of IMPULSE: Instilling Mature Problem-solving and Understanding of iLl-defined Scenarios in Engineering. IMPULSE combines pedagogical techniques from other fields to create a novel and enhanced learning experience for all engineering students. The combined pedagogical techniques are: flippedclassroom instruction from Physics, case studies from Business Administration, Law and Medicine, and classroom discussions from Liberal Arts. IMPULSE is intended to increase students’ conceptual understanding and problem-solving, thus preparing the students for open-ended, realistic problems. The increased capabilities are important for engineering students because as Theodore von Karman, an aerospace engineer, said: “Scientists discover the world that exists; engineers create the world that never was.” When engineers devise solutions to ill-defined problems using limited information, they create the world that never was. Confidence in problem-solving is required by the engineer to propose a solution and a willingness to accept failure when the solution does not work; two attributes that students cannot acquire by passive listening in lectures and repeating homework problems with a priori knowledge of a “right” answer. The development of IMPULSE occurred between 2012 and 2016, and this process is described in the context of current engineering education practices. The impact of IMPULSE is illustrated through analysis of student grades. Instilling mature problem-solving and understandin

FAQs

What goal does the IMPULSE approach target in engineering education?

IMPULSE is designed to increase students’ conceptual understanding and problem-solving so they can handle open-ended, realistic engineering problems and ill-defined scenarios.

How was the IMPULSE impact evaluated from 2012 to 2016?

The approach was tested across four iterations in an introduction to engineering materials course, analyzing student grades using quizzes, laboratories, and final exams with flipped instruction, YouTube videos, and case studies.

Which components showed positive versus negligible effects on student performance?

Flipped instruction based only on assigned textbook readings had a negligible effect on final exam performance. Custom YouTube videos and case studies positively affected quiz and laboratory scores.

Oct 15, 2026

Uploaded by Đào