A Flipped Classroom Model for Teaching Technical Drawing

AUTOR(I) / AUTHOR(S): Anđelija Mitrović ,  Maja Radović , Aleksandar Jovičić , Jelena Jovanović  and Aleksandra Nikitović

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DOI: https://doi.org/10.46793/TIE26.269M

SAŽETAK /ABSTRACT:

While Computer-Aided Design (CAD) software is widely used in engineering practice, manual technical drawing remains an essential component of engineering education because it develops spatial visualization skills, promotes the understanding of technical standards, and enhances the ability to interpret technical documentation. A major challenge in teaching Technical Drawing is the heterogeneous background of students, reflected in their varying levels of prior knowledge and graphical skills. Combined with limited classroom time, these differences often hinder the acquisition of fundamental technical drawing principles. To address this issue, this paper proposes a flipped classroom model for the Technical Drawing course. The model is based on short video lectures that students watch before class to acquire theoretical knowledge and learn drawing procedures, while face-to-face class time is devoted to practical exercises, discussion, and individualized guidance. The paper presents the proposed teaching model, including the organization of learning materials, learning activities and student assessment. The proposed model is intended as a conceptual framework for future implementation and experimental validation, aiming to improve students’ preparedness, increase classroom engagement, and provide more opportunities for active learning.

KLJUČNE REČI / KEYWORDS: 

Flipped classroom; technical drawing; engineering education; active learning; heterogeneous student backgrounds

 PROJEKAT / ACKNOWLEDGEMENT:

This study was supported by the Ministry of Science, Technological Development and Innovation of the Republic of Serbia, and these results are parts of the Grant No. 451-03-33/2026-03/ 200132, with University of Kragujevac-Faculty of Technical Sciences Cacak.

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