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

Haynes, BJ ORCID: https://orcid.org/0000-0002-7364-9447 and Currie, NGR ORCID: https://orcid.org/0000-0001-9083-6482 2020, 'Outcomes from applying the inverted classroom to a first year structures module' , The Structural Engineer, 98 (5) , pp. 8-15.

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Abstract

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 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.

Item Type:	Article
Schools:	Schools > School of Computing, Science and Engineering > Salford Innovation Research Centre
Journal or Publication Title:	The Structural Engineer
Publisher:	The Institution of Structural Engineers
ISSN:	0039-2553
Related URLs:	Publication
Depositing User:	Mr Jonathan Haynes
Date Deposited:	06 Jul 2020 12:14
Last Modified:	16 Feb 2022 04:53
URI:	https://usir.salford.ac.uk/id/eprint/57310

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