Introducing an Inverted Classroom Concept for an Undergraduate Course in Power Electronics – Implementation, Evaluation and Experiences

摘要

In this article, the experiences gained from introducing an inverted classroom concept for an undergraduate power electronics course, based on online videos instead of traditional classroom methods, are described. Organization and implementation of the course are discussed. Limitations and opportunities are examined. Effectiveness of the inverted classroom approach is compared to a traditional course design, based on student perception and students performance evaluation. Results show that a high student satisfaction rate and learning outcome, comparable to a traditional lecture, can be achieved using the inverted classroom approach in the here presented case.