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      Evaluating Flipped Classrooms with respect to Threshold Concepts Learning in Undergraduate Engineering

      Khoo, Elaine G.L.; Scott, Jonathan B.; Peter, Mira; Round, W. Howell
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      FIE2015 paperFinal Submitted.PDF
      Submitted version, 411.8Kb
      DOI
       10.1109/FIE.2015.7344139
      Link
       fie2015.org
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      Citation
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      Khoo, E. G. L., Scott, J. B., Peter, M., & Round, W. H. (2015). Evaluating Flipped Classrooms with respect to Threshold Concepts Learning in Undergraduate Engineering. In Proceedings of Frontiers in Education 2015, IEEE (pp. 1–4). Conference held in El Paso, Texas, USA.
      Permanent Research Commons link: https://hdl.handle.net/10289/9844
      Abstract
      This paper reports on the initial findings from a two year (2015-2016) investigation of the impact of the flipped classroom on student learning of threshold concepts (TCs) in a large introductory undergraduate engineering course at a New Zealand university. As part of the flipped class intervention trialed over a threeweek period, a series of short themed video lectures were developed as a replacement for the traditional weekly lectures. The weekly practical lab session were redesigned to incorporate small-group problem solving tasks and assessment. Data from student surveys, interviews, class observations, and video analytics were collected and analyzed. Findings revealed that students were familiar with online videos as a learning resource; they had positive past experiences with using them and were willing to participate in a flipped classroom. However, most students did not watch all assigned weekly videos, including ones crucial to their TC learning. There is indication they thought learning strategies involving interactions with real persons to be more useful to their learning. This suggests that current strategies for motivating students to access and engage with the prepared videos need to be revised to maximize students’ learning opportunities.
      Date
      2015
      Type
      Conference Contribution
      Publisher
      IEEE
      Rights
      This is the author's accepted version of a paper published in the Proceedings of Frontiers in Education Conference (FIE). © 2015 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.
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