Outcomes from applying the inverted classroom to a fi rst-year structures module
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JONATHAN HAYNES [1] ; NEIL CURRIE [1]
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[1] University of Salford
University of Salford
Reino Unido
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- Localización: The Structural Engineer: journal of the Institution of Structural Engineer, ISSN 1466-5123, Vol. 98, Nº. 5, 2020, págs. 8-15
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The Institution of Structural Engineers has recently invested considerable eff ort 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 fi rst-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 eff ect 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.
