Implementation of an Inverted Classroom in Structural Design Courses

Abstract

The authors have used an inverted (flipped) classroom approach for the previous five years in upper level undergraduate courses in structural design (“Structural Steel and Reinforced Concrete”) at Villanova University. This paper briefly reviews the history of the courses and the motivation behind the decision to switch to the inverted format. It also presents details on the structure and the relationship of individual course components in the inverted model (recorded lecture videos, concept quizzes, problem sets, laboratory exercises, and examinations). The effectiveness of the inverted classroom and the various structures employed in its implementation are evaluated through the use of both student surveys and student performance on examinations. These clearly show that students favor the learning environment created by the inverted classroom format and student performance and problem solving ability improves in these classes. The inverted format also allows for a more rational treatment of Bloom’s taxonomy within the structure of the class.