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In a flipped or inverted model, technical content is provided through online videos before class, enabling students to apply concepts during class time. This paper offers evidence-based recommendations for implementing flipped learning in large engineering classrooms, grounded in a flipped-class literature review and evaluation of a case study with student interaction, preferences, and performance informing guidance on video time, class use, organization, and assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-evolution-of-a-flipped-classroom-evidence-based-recommendations/589448/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-evolution-of-a-flipped-classroom-evidence-based-recommendations/589448.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the flipped classroom approach discussed in the paper?","Question",{"text":112,"@type":113},"The approach moves traditional in-class and at-home activities by delivering preparatory technical content outside class, often via online virtual lectures, then using class time for active, constructive, or interactive activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence supports the paper’s recommendations?",{"text":117,"@type":113},"Recommendations are based on both a literature review of flipped classes and empirical evaluation from a case study in a large Introduction to Environmental Engineering course.",{"name":119,"@type":110,"acceptedAnswer":120},"How is student learning in the paper’s active-learning framework expected to improve?",{"text":121,"@type":113},"Learning gains are linked to shifting engagement from passive to active and then to constructive learning, where students produce outputs beyond what was presented during class.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589448,1792451600,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nWINTER 2015  \nThe Evolution of a Flipped Classroom: Evidence-Based Recommendations  \nSTEPHANIE BUTLER VELEGOL  \nSARAH E. ZAPPE  \nAND  \nEMILY MAHONEY Pennsylvania State University University Park, PA  \nABSTRACT  \nEngineering students benefit from an active and interactive classroom environment where they can be guided through the problem solving process. Typically faculty members spend class time presenting the technical content required to solve problems, leaving students to apply this knowledge and problem solve on their own at home. There has recently been a surge of the flipped, or inverted, classroom where the technical content is delivered via online videos before class. Students then come to class prepared to actively apply this knowledge to solve problems or do other activities. In this paper, recommendations are made for applying this educational technique to large engineering classrooms. These recommendations are based both on a literature review of flipped classes and the evaluation of a case study of a large Introduction to Environmental Engineering class. The case study evolved from a traditional lecture-based classroom through two different versions of a flipped classroom. Evaluation of students’ interaction, preferences and performance are used to make recommendations about the video time, use of class time, course organization and student assessment.  \nKey Words: classroom flip, inverted classroom, active learning  \nINTRODUCTION  \nInstructional environments that allow for students to be more actively engaged with course material are more likely to lead to greater learning gains. The literature in engineering and science education continues to encourage faculty and instructors to use class exercises that require students to be actively engaged in the course material, as opposed to being passive recipients of information.  \nWINTER 2015 1  \nADVANCES IN ENGINEERING EDUCATION  \nThe Evolution of a Flipped Classroom: Evidence-Based Recommendations  \nChi (2009) demonstrated that student learning increases as engagement in the material shifts from passive to active, in which students physically engage somehow in the activity, and from active to constructive, in which students are required to produce new outputs that go beyond information presented in class. In his study of a large sample of physics students, Hake (1998) found that students who were in classes that incorporated interactive-engagement methods made significantly larger gains on a concept inventory as compared to those who were enrolled in traditional courses, suggesting that the instructional method impacted students’ problem solving abilities. Prince (2004) conducted a literature review of the benefits of active learning and found that a variety of different active learning types do result in increased student learning, although some variability in effect sizes was evident.  \nEntwistle and Peterson (2004) provide a conceptual framework of the influences on student learning. One of the many factors that can influence student learning concerns the teaching-learning environment, which includes both how course content is organized and presented and how the classroom environment is designed. In an early paper, Entwistle (2000) notes that teacher-focused, content-oriented approaches to teaching in which goals are related to information transmission are more likely to result in surface learning approaches to studying and limited understanding. In contrast, student-focused orientations in which facilitation of understanding is a primary goal is more likely to lead to deeper approaches to studying and a more thorough understanding of the material.  \nWhile many instructors understand that these methods may be beneficial to students, some maybe reluctant to use instructional methods that require students to engage in active or constructive","cbCaiijGCLxfI2tf","https://ap.wps.com/l/cbCaiijGCLxfI2tf","pdf",1130709,37,"English","# Abstract\n# Introduction\n## Active learning and student engagement\n## Challenges to active or constructive learning\n## The classroom flip model\n## Purpose and paper structure","[{\"question\":\"What is the flipped classroom approach discussed in the paper?\",\"answer\":\"The approach moves traditional in-class and at-home activities by delivering preparatory technical content outside class, often via online virtual lectures, then using class time for active, constructive, or interactive activities.\"},{\"question\":\"What evidence supports the paper’s recommendations?\",\"answer\":\"Recommendations are based on both a literature review of flipped classes and empirical evaluation from a case study in a large Introduction to Environmental Engineering course.\"},{\"question\":\"How is student learning in the paper’s active-learning framework expected to improve?\",\"answer\":\"Learning gains are linked to shifting engagement from passive to active and then to constructive learning, where students produce outputs beyond what was presented during class.\"}]","The Evolution of a Flipped Classroom - Evidence-Based Recommendations | PDF",1792067336,93]