Khoo, E. G. L., Cowie, B., & Peter, M. (2015). Re-engineering an engineering course: How flipped classrooms afford transformative teaching, learning, and workplace competency. Journal of Research in STEM Education, 1(1), 71–76.
Permanent Research Commons link: http://hdl.handle.net/10289/9688
This research brief is investigating the extent to which a flipped classroom model enhances student learning of threshold concepts (TCs) in an undergraduate engineering course at a New Zealand university. This project extends the team’s previous research confirming the effectiveness of the TC theoretical framework across multiple disciplines including engineering.
i-STEM / Gultekin Cakmakci
© i-STEM 2015, j-stem.net. Used with permission
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