This paper continues and expands the investigation of findings of a multi-year project that is initiating technology supported, experimental centric approaches within flipped classrooms focused on engineering education. The setting primarily reflects circuit related engineering content with two levels of students (1st year ECE and 2nd – 4th year students from outside of ECE). Comparisons will also be made to other flipped implementations at the same institution. Previous papers have presented student outcomes as reflected by change in pre-requisites to learning, immediate self-reflected learning, and potential long-term impact of personal instrumentation (Mobile Studio and Analog Discovery) use. This presentation will have two goals. First it will expand outcomes of technology supported experimental flipping to include changes in faculty. Findings will include documentation of faculty growth in use, further establishing a developmental pattern of implementation for flipped classrooms that is similar to that found for technology implementation. This hypothesized patter, if found to exist, will provide administrators and novice “flippers” with guidelines and expected patterns of growth as well as areas in which support is needed if implementation is to occur. Suggestions for areas of support, as well as barriers to future growth of faculty use, will be discussed.
The second focal point of the paper will re-examine student outcomes from a group impact. Current educational literature indicates that undergraduate students have varying experiences and practices related to group work. It is hypothesized by the authors that varied patterns of student groupings are initiated and supported by a flipped classroom. Five years of classroom observations of student grouping patterns will be summarized and presented; this paper will present the initial findings of this examination and will document and describe four types of student groups generated by a flipped classroom using experimental methods. Preliminary suggestions for modifying flipped classroom instruction to meet these four patterns will be discussed as well as the need for further research.
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