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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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:
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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