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One of the barriers to deep learning of undergraduate students is their passive role in the classroom. Especially, in the compulsory online classes during the COVID-19 pandemic, students are less active compared with face-to-face classes. Here, the effect of online flipped classrooms on the learning and satisfaction of undergraduate civil engineering students was investigated. A semi-experimental study was conducted with 35 civil engineering students who took technical language course at University of Bonab. The same course, which was previously presented by the same instructor using a traditional lecture-based method, was selected as the control group to compare the results. The data obtained from the scores of quizzes and final exams as well as the questionnaires completed by the students were analyzed statistically, and the results indicated that in the initial sessions, the mean scores of the quizzes in the flipped method did not differ significantly from those of the traditional class. In the flipped online class, there was a statistically significant difference between the results of the initial quizzes compared to the subsequent ones. Although the scores of the subsequent quizzes and the final exam in the flipped class were higher than those obtained in the traditional class, it was statistically insignificant. The students’ statements indicated their satisfaction with the online class using flipped model compared to their other traditional online classes. However, there were some objections to the online flipped class, which were often due to lack of experience of the students and the instructor in using the method in cyberspace.Keywords: Personal knowledge management, employability, students, engineering education, academi achivement.

One of the barriers to deep learning of undergraduate students is their passive role in the classroom. Especially, in the compulsory online classes during the COVID-19 pandemic, students are less active compared with face-to-face classes. Here, the effect of online flipped classrooms on the learning and satisfaction of undergraduate civil engineering students was investigated. A semi-experimental study was conducted with 35 civil engineering students who took technical language course at University of Bonab. The same course, which was previously presented by the same instructor using a traditional lecture-based method, was selected as the control group to compare the results. The data obtained from the scores of quizzes and final exams as well as the questionnaires completed by the students were analyzed statistically, and the results indicated that in the initial sessions, the mean scores of the quizzes in the flipped method did not differ significantly from those of the traditional class. In the flipped online class, there was a statistically significant difference between the results of the initial quizzes compared to the subsequent ones. Although the scores of the subsequent quizzes and the final exam in the flipped class were higher than those obtained in the traditional class, it was statistically insignificant. The students' statements indicated their satisfaction with the online class using flipped model compared to their other traditional online classes. However, there were some objections to the online flipped class, which were often due to lack of experience of the students and the instructor in using the method in cyberspace. [ABSTRACT FROM AUTHOR]