An instructional design framework to improve student learning in a first-year engineering class

Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an in-structional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical tech-niques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirm-ing that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.