Re-engineering an Engineering Course: Exploring the Affordance of Flipped Classrooms for Transformative Teaching, Learning, and Workplace Competency

Authors

  • Elaine Khoo Wilf Malcolm Institute of Educational Research (WMIER)
  • Mira Peter Wilf Malcolm Institute of Educational Research (WMIER)
  • Bronwen Cowie Wilf Malcolm Institute of Educational Research (WMIER)

DOI:

https://doi.org/10.51355/jstem.2015.10

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.

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Published

2015-07-02

How to Cite

Khoo, E. ., Peter, M. ., & Cowie, B. . (2015). Re-engineering an Engineering Course: Exploring the Affordance of Flipped Classrooms for Transformative Teaching, Learning, and Workplace Competency. Journal of Research in STEM Education, 1(1), 71–76. https://doi.org/10.51355/jstem.2015.10

Issue

Vol. 1 No. 1 (2015)

Section

Articles