Re-engineering an engineering course: How flipped classrooms afford transformative teaching, learning, and workplace competency

dc.contributor.author	Khoo, Elaine G.L.	en_NZ
dc.contributor.author	Cowie, Bronwen	en_NZ
dc.contributor.author	Peter, Mira	en_NZ
dc.date.accessioned	2015-10-21T20:11:15Z
dc.date.available	2015	en_NZ
dc.date.available	2015-10-21T20:11:15Z
dc.date.issued	2015	en_NZ
dc.identifier.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.	en
dc.identifier.issn	2149-8504	en_NZ
dc.identifier.uri	https://hdl.handle.net/10289/9688
dc.description.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.
dc.format.mimetype	application/pdf
dc.language.iso	en
dc.publisher	i-STEM / Gultekin Cakmakci	en_NZ
dc.rights	© i-STEM 2015, j-stem.net. Used with permission
dc.subject	flipped classrooms
dc.subject	engineering education.
dc.title	Re-engineering an engineering course: How flipped classrooms afford transformative teaching, learning, and workplace competency	en_NZ
dc.type	Journal Article
dc.relation.isPartOf	Journal of Research in STEM Education	en_NZ
pubs.begin-page	71
pubs.elements-id	131161
pubs.end-page	76
pubs.issue	1	en_NZ
pubs.volume	1	en_NZ