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Re-engineering an engineering course: How flipped classrooms afford transformative teaching, learning, and workplace competency
Abstract
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.
Type
Journal Article
Type of thesis
Series
Citation
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.
Date
2015
Publisher
i-STEM / Gultekin Cakmakci
Degree
Supervisors
Rights
© i-STEM 2015, j-stem.net. Used with permission