'Other' Reasons to Invert a Class

Abstract

Dr. Batson has taught thermal sciences courses (using both inverted and conventional modes of delivery) at Trine University in Angola, Indiana since 2006. Prior to that, he taught three years at Iowa State University as an adjunct professor. His non-academic experience includes automatic controls for process turbocompressors, gas and steam turbines, and patent prosecution. His interests include mathematics education for engineering students, tools and materials for supporting student learning, and general pedagogy.c American Society for Engineering Education, 2016 "Other" Reasons to Invert a Class Abstract Some one-to-one comparisons of the inverted mode of course material delivery versus conventional, in-person lecture mode have shown no significant difference in student learning between the two (Canino 1 ). Experience shows that inverting a course is a time-consuming process. To justify the additional work required to invert courses, the present study looks beyond a direct comparison. Some of the reasons are predicated on the fact that video lectures used for inverted courses tend to be significantly shorter in duration than the associated class time. Others are due to class time being freed up for uses other than lecture. Among other things, these facts present opportunities to cover course material more completely and to better assess student learning compared to conventional lecturer mode.

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