ABSTRACT
This study implemented the flipped classroom method for students in three levels of structure courses at the College of Architecture. The lectures were pre-recorded weekly, covering principles, concepts, and example problems. Students were required to watch the pre-recorded lectures before each class. The instructor addressed students’ questions during class, opened the discussion, and handed students a related quiz. Afterward, the instructor solved examples and problems from homework assignments, allowing students to engage. A survey evaluated the effectiveness of the flipped classroom method. The outcomes show that students in Structure 2 and 3 were more supportive of this method than those in Structure 1. As students advanced in their education and became more familiar with the flipped classroom method, their views on this method grew more optimistic. In conclusion, this study shows that implementing the flipped classroom model allows students to adopt active learning and improves student engagement and motivation.
