Flipping the Microwave Engineering Class

ABSTRACT

Microwave engineering is regaining importance as the world is witnessing the emergence of a new industrial revolution spearheaded by the internet of things and 5G communications and wireless networks. Preparing α-generation microwave engineering students for the future, especially in post-COVID era, represents a considerable challenge to universities worldwide that seldom offer a full autonomous course at the undergraduate level. Engineering curriculum should be revisited in order to incorporate skills suitable for work-based learning with emphasis on developing human-centred ICT competencies. Flipped classrooms are specifically attractive in engineering education to ensure deep comprehension of course material. A flipped microwave-engineering course with focus on amplifier design has therefore been re-designed with course learning outcomes aligned with Bloom's taxonomy and ABET program outcomes. The new learning cycle in the flipped mode, allow reaching the top cognitive pyramid where student exercised decision-making and practiced meta-cognitive knowledge and skills. The stretched flipped classroom represents a paradigm shift in instructional methodology and offers several advantages to the learning process at high cognitive levels as learning occurs in a comfortable pace where students collaborate with instructors in course design, curricula and delivery. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.