Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Learning threshold concepts in an undergraduate engineering flipped classroom

      Peter, Mira; Khoo, Elaine G.L.; Scott, Jonathan B.; Round, W. Howell
      Thumbnail
      Files
      Learning threshold concepts.pdf
      Published version, 432.6Kb
      Citation
      Export citation
      Peter, M., Khoo, E. G. L., Scott, J. B., & Round, W. H. (2016). Learning threshold concepts in an undergraduate engineering flipped classroom. In N. Wright (Ed.), DEANZ2016 There and back: Charting flexible pathways in open, mobile and distance education (pp. 111–115). University of Waikato, Hamilton, New Zealand: DEANZ.
      Permanent Research Commons link: https://hdl.handle.net/10289/10308
      Abstract
      Given that the current goals for tertiary education is to better prepare students to apply their disciplinary knowledge in the real world and novel situations, it is imperative that students master the necessary disciplinary threshold concepts and competencies. Building on the findings of our pilot study of a partly-flipped undergraduate electronic engineering course, a version of a fully flipped is implemented in an intensive six-week version of the course involving in-class collaborative problem solving and continuous assessment. Data collected from the 32 students enrolled in the course include student surveys, video analytics, weekly student assessments, class observations and a focus group interview. Although data collection is still underway, the emerging findings indicate that students are watching the recommended weekly videos prior to coming to class and are solving online tutorials problems much more diligently, resulting in higher levels of in-class student collaboration compared to the pilot study. The results are discussed in regard to the effects of the fully flipped class model and the continuous assessment on students’ learning of threshold concepts and competencies.
      Date
      2016
      Type
      Conference Contribution
      Publisher
      DEANZ
      Rights
      © 2016 This paper has been published in the proceedings of DEANZ2016 There and back: Charting flexible pathways in open, mobile and distance education. Used with permission.
      Collections
      • Education Papers [1411]
      Show full item record  

      Usage

      Downloads, last 12 months
      78
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement