Abstract:

This paper presents the application of the principles of Flipped Classroom to the teaching of the construction of Force, Moment and Torque diagrams of a loaded shaft. Flipping the Classroom is a proposal in the context of Blended Learning which suggests that in-class students’ activities, supported by learning material made available to them in advance, could replace the traditional scheme of teacher led lectures followed by homework. Trying to take advantage of the benefits of Blended Learning, we introduced a Flipped Classroom within a Machine Design course of the Mechanical Engineering Educators Curriculum. The preparation material consisted of both specially developed and pre-existing resources including video, notes and slides as well self-assessment tests; all these being available on-line. A variety of problems such as, decision and design problems, logical exercises, and debates were included in the in-class activities. Students worked individually and in groups, participating also in a peer review activity. A quite positive view on the flipped classroom approach, in comparison to the traditional lectures, was clearly revealed during the evaluation of the project by the participating students.

Keywords:

Force Moment and Torque Diagrams, blended learning, flipped classroom, machine design, ICT in higher education.