The purpose of the flipped classroom approach is to enhance the effectiveness of interactions in class. Nevertheless, in practice, simply asking students to watch lecture recordings at home will not automatically lead to more structured interactions in class. To address this challenge, this paper introduces a new method called the pain index survey, which functions to collect, aggregate, and analyze student’s early feedback in terms of how painful they feel over each content slide during their before-class learning. The accumulated pain index survey result can facilitate the teaching/learning of design in two ways. First, different students’ common feedbacks will enable the instructor to identify those universally perceived learning difficulties and to address them accordingly via guided instructor-student interactions in class. Second, different students’ complementary feedbacks will facilitate the instructor to form study groups respectively to promote the peer-to-peer interactions after class. Two case studies are presented to share some of our preliminary lessons and observations.
Probing the Flipped Classroom: Results of A Controlled Study of Teaching and Learning Outcomes in Undergraduate Engineering and Mathematics
