Combining the Flipped Classroom with Traditional Teaching in Undergraduate Newtonian Dynamics

Abstract

In a sophomore-level undergraduate Newtonian Dynamics course, a flipped classroom approach was used for a select number of topics. Although the theory and benefits of the flipped classroom model are discussed, the primary focus of this paper is to present the approach, the practical implementation, and difficulties of using this model. Advantages, such as student retention and reduced faculty tutoring, are discussed, as well as disadvantages, such as the student motivation, the investment of time needed for initially making the videos, and the amount of time needed to learn the software. Lastly, best practices and lessons from the experience are shared.