Higher education has been undergoing a global transformation since the 1990s, resulting in changes, induced and modulated by several factors. The most important of those changes include the significant technological development of the Internet and handheld devices, along with the growing demand for educational program assessments by accreditation bodies and funding/government agencies. The involvement of third-party resources (e.g., book publishers) and technology (e.g., interactive SMART Board) have induced further positive influences within higher education and advanced the learning experience to the next level. These factors and others have inspired many innovative teaching proposals to improve the learning experience and to engage students in class more effectively. This article proposes an interactive learning approach for teaching engineering curriculum. The proposed teaching model takes advantage of the blended learning approach in the form of flipped classrooms to complement the learning experience in engineering design courses. The flipped classroom is focused on moving some components of the traditional face-to-face lecture out of class. With a flipped classroom, students can prepare for class by interacting with provided resources to reduce lecture time and allow more engagement in class. This work also demonstrates how to apply constructivism and conversation theories to enhance learning in a blended learning environment. The teaching method is carried out by developing an interactive module for each lecture and a mini-lecture video, which is provided to review materials before class or as a lecture recording. Each lecture module consists of pre-class brainstorming questions, a lecture theory, and of practice exercises, which are arranged in a series of guided instructional solution steps. The lecture module will be delivered to students using interactive presentation software that engages students in class activities. The effectiveness of this teaching method is demonstrated through a quantitative assessment of program learning outcomes (PLO) before and after applying the method. Assessment of learning outcomes indicates an average improvement from 3.9 to 4.4 on a scale of 1–5.