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dc.contributor.authorKhoo, Elaine G.L.en_NZ
dc.contributor.authorCowie, Bronwenen_NZ
dc.contributor.authorPeter, Miraen_NZ
dc.date.accessioned2015-10-21T20:11:15Z
dc.date.available2015en_NZ
dc.date.available2015-10-21T20:11:15Z
dc.date.issued2015en_NZ
dc.identifier.citationKhoo, 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.issn2149-8504en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/9688
dc.description.abstractThis 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.mimetypeapplication/pdf
dc.language.isoen
dc.publisheri-STEM / Gultekin Cakmakcien_NZ
dc.rights© i-STEM 2015, j-stem.net. Used with permission
dc.subjectflipped classrooms
dc.subjectengineering education.
dc.titleRe-engineering an engineering course: How flipped classrooms afford transformative teaching, learning, and workplace competencyen_NZ
dc.typeJournal Article
dc.relation.isPartOfJournal of Research in STEM Educationen_NZ
pubs.begin-page71
pubs.elements-id131161
pubs.end-page76
pubs.issue1en_NZ
pubs.volume1en_NZ


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