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 |