Interdisciplinary flipped learning for engineering classrooms in higher education: Students' motivational regulation and design achievement.

An interdisciplinary approach can improve both functional and aesthetic design skills for undergraduate engineering students. In this paper, we designed and compared two flipped engineering classrooms, one involving only engineering students who worked on individual design tasks, and the other including groups of an engineering student and an art major student that performed design tasks collaboratively. Fifty-one engineering students, 29 from the individual flipped classroom and 22 from the interdisciplinary flipped classroom participated in the study. During the semester, all students studied pre-recorded video lectures and homework before the class and then participated in weekly engineering design activities either individually or in a group. Students' motivational experiences and engineering design achievement were assessed at the end of the semester. The results showed that students' preferences in employing motivational regulation between the two flipped classrooms were different. Also, the students participated in the interdisciplinary flipped classroom exhibited higher aesthetic design achievement. [ABSTRACT FROM AUTHOR]