Flipping an engineering mathematics classroom for a large undergraduate class

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dc.contributor.authorGullayanon, Rutchanee
dc.date.accessioned2026-08-06T10:11:26Z
dc.date.available2026-08-06T10:11:26Z
dc.date.issued2015-03-17
dc.description.abstractAlthough flipping classroom is not a new idea in education, implementing flipped class is somewhat a new trend. Flipping classrooms involve students in using their textbooks, online materials, and other useful resources before coming to class. Consequently, students can spend valuable class meetings on problem-solving activities instead of lectures. Positive feedback from utilizing the flipped classroom techniques has been reported in several papers. This article presents an attempt to implement the flipped classroom for a large introductory engineering class in multivariable calculus at King Mongkut's Institute of Technology Ladkrabang. The results from implementing the flipped classroom both quantitatively and qualitatively showed a higher performance and more positive feedback when compared to those obtained from this class taught by the same instructor using the traditional classroom format in the previous year.
dc.identifier.citationProceedings of IEEE International Conference on Teaching Assessment and Learning for Engineering Learning for the Future Now Tale 2014, 409-412, 2015
dc.identifier.doi10.1109/TALE.2014.7062574
dc.identifier.other2-s2.0-84928252374
dc.identifier.urihttps://dspace.kmitl.ac.th/handle/123456789/6210
dc.sourceProceedings of IEEE International Conference on Teaching Assessment and Learning for Engineering Learning for the Future Now Tale 2014
dc.subjectengineering mathematics
dc.subjectflipped classroom
dc.subjectlarge classroom
dc.titleFlipping an engineering mathematics classroom for a large undergraduate class
dc.typeConference Paper

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