Evaluating the flipped classroom approach in engineering education: Students’ attitudes, engagement and performance in an undergraduate sustainability course
Paper in proceedings, 2017

This paper describes the implementation and evaluation of the flipped classroom approach in a sustainability course for undergraduate engineering students. Using a mixed methods approach, the evaluation focused on student engagement, performance as well as students’ attitudes and beliefs about the flipped classroom. A novel aspect of this work compared to previous studies on the flipped classroom is the tracking of student attitudes and engagement during the course. The results indicate that while student attitudes grew more neutral during the middle of the course, student engagement as well as performance on the final written exam increased significantly compared to previous years. Pedagogical implications for instructors wanting to implement the flipped classroom approach are briefly discussed.




Flipped Classroom


Erik Sterner

Chalmers, Energy and Environment, Physical Resource Theory

Oskar Hagvall Svensson

Chalmers, Technology Management and Economics, Entrepreneurship and Strategy

Sofia Toivonen

Chalmers, Mathematical Sciences

University of Gothenburg

Jim Bill

Chalmers, Applied Information Technology (Chalmers), Engineering Education Research - EER (Chalmers)

Tom Adawi

Chalmers, Applied Information Technology (Chalmers), Engineering Education Research - EER (Chalmers)

45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Angra do Heroismo, Terceira Island, Azores; Portugal; 18 September 2017 through 21 September 2017


Subject Categories

Educational Sciences

Driving Forces

Sustainable development

Learning and teaching

Pedagogical work



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