Academic Journal of Science and Technology 
ISSN: 2771-3032 | Vol. 5, No. 1, 2023 

 

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Flipped Classroom of Electrical and Electronic 
Technology based on Multisim Simulation 

Mingliang Zhang*, Songzhe Pan 

Wenzhou Polytechnic, Zhejiang 325035, China 

 

Abstract: In view of the phenomenon that traditional teaching focuses on Teachers' narration and theoretical derivation, and 

students passively accept knowledge points. This topic introduces the flipped classroom. The results show that under the flipped 

classroom teaching mode, students can internalize the knowledge learned before class in limited classroom time and output a 

visual Multisim Simulation circuit. The results show that the students' creativity, knowledge transfer ability and practical ability 

are stimulated when designing the circuit. At the same time, in order to solve the phenomenon that higher vocational students 

generally have poor learning initiative and do not carefully watch pre class teaching videos, this paper puts forward the 

calculation formula of mutual learning. Practice shows that under the supervision of the formula, students basically form the 

habit of mutual aid learning. 

Keywords: Multisim Simulation, Electrical and Electronic Technology, Flipped Classroom, Mutual aid Learning. 

 

1. Introduction 

Fundamentals of Electrical and Electronic Technology is a 

professional basic course for science and engineering majors, 

and an important course integrating knowledge of 

electrotechnics, analog electronic technology, digital circuits 

and other aspects [1,2]. In the traditional teaching process, 

teachers put more emphasis on theoretical analysis and circuit 

response calculation. This does not allow students to 

intuitively feel the working phenomenon of the circuit. Many 

teachers at home and abroad who teach this course introduce 

simulation software such as Multisim to reform the original 

course. Y.W. Dai[3] introduced Multisim in the experiment 

class to show students the whole process of circuit operation 

in order to solve the problem that it is difficult to capture the 

gradual vibration process of the signal from scratch and from 

weak to strong. L.F. Y[4] showed the operation of motor 

phase loss to students through the Multisim simulation, which 

improved the depth and breadth of students' theoretical 

cognition while avoiding the damage of personnel and 

materials caused by destructive experiments in reality. L. X[5, 

6] have improved students' hands-on ability and problem-

solving ability by combining multimedia teaching and 

Multisim. Although the above teaching process has greatly 

visualized the process and improved the students' hands-on 

ability, the above courses are based on the simulation and 

verification of the book sample circuit. Students only need to 

change the way of the book circuit symbol expression on the 

computer, without in-depth thinking. Therefore, the 

traditional teaching mode aims at knowledge infusion, which 

makes students passively accept information and cannot 

internalize and output knowledge points. Flipped classroom 

can effectively solve the above problems, so it is widely cited 

and appreciated by schools at home and abroad after the 

popularity of the network [7,8]. However, flipped classes also 

have problems such as students' reluctance to participate in 

pre-class learning [9, 10]. Based on the above problems, this 

topic proposes Mutlisim simulation and mutual supervision 

learning mode based on flipped classroom, which allows 

students to become the leader of the classroom and cultivate 

students' learning habits of mutual achievement. 

2. Take 555 Timer as An Example to 
Form A Simple Electronic Organ 

 
Figure 1. Teaching process 

 

The teaching flow chart is shown in Figure 1. 

Correspondingly, the teaching class of 555 timer forming a 

simple electronic organ is as follows: before class, students 

will explain the circuit of 555 timer forming a multivibrator 

by watching the online teaching short video, as shown in 

Figure 2. In this process, students are required to master the 

line mode of 555 timer forming a multivibrator and the 

charging and discharging time of the multivibrator. During 

this period, students are required to monitor and study the 

teaching video content of the course in groups. In class, the 

teacher starts the time-limited test of online learning platform. 

The test content is the basic knowledge points that students 

will be able to answer as long as they have watched the video, 

and this knowledge point is the knowledge points that 

students may make mistakes when designing the circuit 

independently in the later stage or need to solve the circuit in 



 

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the classroom, such as the resistance unit conversion in 

Formula 1. 

 

1 20.7 2T R R C= +（ ）         (1) 

 

 
Figure 2. Multivibrator 

 

The introduction part of the project mainly tells that the 

different scales are caused by the vibration frequency of the 

object, and uses heuristic teaching to guide students to use the 

multivibrator to complete the simple electronic organ; In the 

Deisign Sheme stage, guide students to change the feasible 

scheme of frequency according to formula 1):For example, it 

can change the values of resistance R1, resistance R2 and 

capacitance C1, and even make the multi-vibrator output 

different frequency signals to drive the horn through series, 

parallel combination and other methods. In the circuit design 

stage, students use Multisim to design by themselves Circuit, 

and circuit simulation. At the same time, teachers and team 

leaders help students with difficulties to solve problems 

encountered in the design process. After the completion of the 

work, we will find that students will design different circuits, 

of which two typical circuits are shown in Figure 3. Finally, 

the teacher will comment on the students' works and analyze 

the advantages and disadvantages of the circuit. 

 

 
Figure 3. Simple electronic organ circuit built by students 

3. Evaluation Feedback 

Because vocational students generally have poor self-

sufficiency learning ability, if students are only required to 

watch videos by themselves, there will be a phenomenon that 

students turn on videos and actually do not watch them. 

Therefore, I put forward the formula of mutual learning, 

Formula 2, to calculate the students' performance in a class. 

This method is mainly used to evaluate the final score of the 

student by encouraging mutual assistance, reducing the 

individualism score of the outstanding student, and 

comprehensively considering the average score of the group. 

 

          1

N

i

i
i i i

s

K s
N

== +
         (2) 

 
Where, Ki: the final score of the ith student; 

N: The number of members of the student's group; 

Si: the ith student's online evaluation result; 

i  : is the contribution coefficient, and the group leader 

coefficient is0.3, the team member coefficient is 0.2. 

Since the teacher will feed back the scores calculated by 

formula 2 to the students after each class, the students will 

consciously form a trend of unity and cooperation within the 

group. Figure 4 shows the statistics and variance of students' 

average scores in the simulation experiment this semester, 

where the abscissa is the number of tests. From the variance 

curve in Figure 4, it can be seen that at the beginning, students 

tend to take care of their own learning habits, and later the 

variance gradually decreases, which reflects the students' 

united and cooperative learning behavior; The average score 

in Figure 4 can also be seen that the students' overall 

knowledge points tend to rise, and the later maintenance of a 

certain level is due to the increased difficulty of the course. 

 

 
Figure 4. Average score and variance of classroom test 

4. Conclusion 

This curriculum reform, based on the principle that 

everyone can become a talented person and everyone can 

make full use of their talents, encourages students to learn 

independently and supervise each other's learning, and 

realizes the visual display of learning results in the classroom. 

In general, the following results have been achieved: 

Through the form of flipped classroom, students can input 

knowledge points before class, output knowledge in class, and 

summarize after class, so as to firmly grasp the application of 

knowledge points; 

Through the use of Multisim simulation, it can be seen that 

students will design different circuits according to the theory, 

which shows that this curriculum reform has fully activated 

students' creativity, knowledge transfer ability and hands-on 

ability; 

By using the calculation formula of mutual learning to 

calculate the average score of students, the outstanding 

learners will assist the underachievers independently, and the 

underachievers will also study hard in consideration of the 



 

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interests of the team, so as to achieve the learning effect of 

mutual promotion and mutual supervision. 

Acknowledgment 

The authors gratefully acknowledge the financial support 

from General project of Wenzhou Polytechnic "Development 

of industry-teaching integration curriculum based on 

Multisim simulation software -- Taking the course of 

Electrical and Electronic Technology as an example" 

(WZYYB202116). 

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