| dc.contributor.author | Khoo, Elaine G.L. | en_NZ |
| dc.contributor.author | Peter, Mira | en_NZ |
| dc.contributor.author | Scott, Jonathan B. | en_NZ |
| dc.contributor.author | Round, W. Howell | en_NZ |
| dc.contributor.author | Cowie, Bronwen | en_NZ |
| dc.date.accessioned | 2019-10-24T01:27:12Z | |
| dc.date.available | 2018 | en_NZ |
| dc.date.available | 2019-10-24T01:27:12Z | |
| dc.date.issued | 2018 | en_NZ |
| dc.identifier.citation | Khoo, E. G. L., Peter, M., Scott, J. B., Round, W. H., & Cowie, B. (2018). How we flipped an engineering course. Presented at the Centre for Learning and Research in HIgher Education, University of Auckland, Auckland, New Zealand. | en |
| dc.identifier.uri | https://hdl.handle.net/10289/13026 | |
| dc.description.abstract | The flipped classroom emphasises active student-centred learning activities and application of ideas during class time by assigning take-home task for the student to complete prior to coming to class. This approach has been evidenced to support important learning of content and collaborative inquiry skills required of 21st century learners. However, more evidenced-based examples/models are needed to demystify the process of flipping the classroom for educators to more effectively support student learning. Our presentation is grounded in the case study of an undergraduate engineering course characterised by high student enrollments and a strong lab component. Incremental cycles of flipping the course supported the refinement of the course design, course materials, pedagogy and assessment. | |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | en | |
| dc.source | Centre for Learning and Research in HIgher Education, University of Auckland, Auckland, New Zealand | en_NZ |
| dc.title | How we flipped an engineering course | en_NZ |
| pubs.elements-id | 220991 | |
| pubs.start-date | 2018-02-21 | en_NZ |
