Flipping the Classroom for a Material and Energy Balances Course: Effect on Student Learning versus Student Perception and Sentiment

摘要

The flipped class method was employed for the Material and Energy Balances course midway through the semester. Surveys to gauge student sentiment were administered mid-semester prior to flipping the classroom, and a post-survey just before the final exam. In addition, exam scores were compared with those from 5 prior semesters. Overall, while the survey results suggest that students had a largely positive experience with the flipped classroom, a high level of skepticism persists among students.