Outcomes from applying the inverted classroom to a first-year structures module

Author: Jonathan Haynes and Neil Currie

Date published

1 May 2020

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Standard: £9 + VAT
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Outcomes from applying the inverted classroom to a first-year structures module

The Structural Engineer
Outcomes from applying the inverted classroom to a first-year structures module
Date published

1 May 2020

Author

Jonathan Haynes and Neil Currie

Price

Standard: £9 + VAT
Members/Subscribers: Free
 

Buy Now
Author

Jonathan Haynes and Neil Currie

The Institution of Structural Engineers has recently invested considerable effort in the thorny problem of how to improve understanding of structural behaviour among undergraduate students.

This paper, based on a winning entry to the Institution’s Excellence in Structural Engineering Education Award 2015, provides an account of action research in the application of inverted classroom principles to teaching first-year undergraduate civil engineering students, which was undertaken as a response to disappointing academic performance of the 2012/13 cohort. The process was based around a virtual learning environment.

The effect upon engagement was better than expected, and demonstrated that it is possible to engineer enhanced performance by increasing student interaction with a virtual learning environment in conjunction with a structured learning schedule.

Additional information

Format:
PDF
Pages:
8
Publisher:
The Institution of Structural Engineers

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Feature Issue 5

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