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

  • 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)

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.

Published
2019-07-22
How to Cite
Khoo, E., Peter, M., & Cowie, B. (2019). 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. Retrieved from https://j-stem.net/index.php/jstem/article/view/10
Section
Articles