Chapter 14 Flipping the Classroom for a Class on Experimental Vibration Analysis Anders Brandt and Christopher Kjær Abstract Flipped classroom is a relatively new teaching form in higher education which is aimed at improving the learning process by engaging students in pre-class video activities fostering more active discussions between lecturer and student in-class. The concept is that the students watch recorded lectures (lower-order thinking skills) at home prior to class. During the class the students work on assignments and discuss the course content which can make better use of the teacher as a facilitator, so the focus can be on the more difficult things (higher-order cognitive skills) in the course content. In the present paper, the design and implementation using the flipped classroom technique for a course on experimental vibration analysis is presented. Some important experiences are discussed and an evaluation of student experiences is presented. The outcome is that the teaching technique is relatively time consuming to implement, but that the students appreciate being able to watch the lectures at their own pace and having more time working with the difficult things together with the teacher. Also, it turned out that the way the videos were used was very different among different students. Keywords Flipped classroom • Experimental vibration analysis • Video lectures • Multiple-choice questions • Evaluation 14.1 Introduction According to [1] the pedagogical approach of flipping the classroom has emerged from an evolution of existing pedagogical practice. In [2] it is pointed out that the concept is not new but has been given a renaissance caused by a changed focus in the classroom from a teacher-to a student centered approach and because of present and future technologies. Technologies which now make it easy for the teachers to create and distribute online resources like videos. Actually they trace the concept back to the year 1817 where the introduction of the Thayer-model pointed out that students should prepare at home for active participation in class [2]. Our understanding of the flipped classroom is “: : : that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion or debates” [3]. The starting point is of course always the learning outcome of the course and by using Bloom’s revised taxonomy [4] it becomes important to identify what learning goals can be characterized as lower levels of cognitive work which students can work with outside of class and which learning goals can be characterized as the higher forms of cognitive work where the students’ needs to have support in class by the more experienced teacher. The present paper describes how the flipped classroom concept was implemented for a course in experimental vibration analysis, based on the course book [5] by the first author of the present paper. A. Brandt ( ) Department of Technology and Innovation, University of Southern Denmark, Campusvej 55, 5230 Odense M, Denmark e-mail: abra@iti.sdu.dk C. Kjær Center for Teaching and Learning, University of Southern Denmark, Campusvej 55, 5230 Odense M, Denmark e-mail: ckjaer@sdu.dk © The Society for Experimental Mechanics, Inc. 2016 J. De Clerck, D.S. Epp (eds.), Rotating Machinery, Hybrid Test Methods, Vibro-Acoustics & Laser Vibrometry, Volume 8, Conference Proceedings of the Society for Experimental Mechanics Series, DOI 10.1007/978-3-319-30084-9_14 155
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