Reflective Insights: Flipping Learning in Engineering and ICT Courses

Flipped learning revolutionizes the classroom by priming learners with course content before in-person sessions, enabling valuable class time for active learning. While a decade of research uncovers domain-specific outcomes, we share our ongoing experience implementing the Flipped Classroom model across nine Engineering and ICT courses at Auckland University of Technology (AUT). Our paper outlines the design process, reflecting on its execution. Courses were infused with Flipped Classroom and Active Learning pedagogies for one semester. The practical nature of engineering courses facilitated in-class engagement but posed challenges for pre-class involvement. Nevertheless, the approach garnered enthusiasm from both students and educators, fostering advocacy and sharing of its benefits. Future steps involve gathering student feedback and lessons learned to refine subsequent iterations.