A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

Kumar Yelamarthi, Eron Drake

Research output: Contribution to journalArticlepeer-review

65 Scopus citations


This paper describes a flipped and improved first-year digital circuits (DC) course that incorporates several active learning strategies. With the primary objective of increasing student interest and learning, an integrated instructional design framework is proposed to provide first-year engineering and technology students with practical knowledge of DC. The research presented here compares the effectiveness of the flipped course to the previous traditional course through a controlled experimental study. The improved effectiveness of the flipped course is confirmed through the significant increase in course content and significant improvements in students' performance and their perceptions of their learning experience. Preliminary results suggest that students' academic success, and their engagement and interest in engineering, can be enhanced by refinement of an integrated instructional design framework. The authors believe that this positive outcome is a result of alignment of online preview of lectures, face-to-face student/instructor and peer interactions, discussions, hands-on activities, combined with several active learning strategies infused into the class.

Original languageEnglish
Article number6902829
Pages (from-to)179-186
Number of pages8
JournalIEEE Transactions on Education
Issue number3
StatePublished - Aug 1 2015


  • Active learning
  • digital circuits
  • engineering and technology
  • flipped classroom
  • student learning


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