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Harrison, David J.; Saito, Laurel; Markee, Nancy; Herzog, Serge – European Journal of Engineering Education, 2017
To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity…
Descriptors: Mechanics (Physics), Science Instruction, Blended Learning, Instructional Effectiveness
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Ravishankar, Jayashri; Epps, Julien; Ambikairajah, Eliathamby – European Journal of Engineering Education, 2018
A fully flipped mode teaching approach is challenging for students in advanced engineering courses, because of demanding pre-class preparation load, due to the complex and analytical nature of the topics. When this is applied to large classes, it brings an additional complexity in terms of promoting the intended active learning. This paper…
Descriptors: Teaching Methods, Engineering Education, Educational Technology, Technology Uses in Education
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Lucke, Terry; Dunn, Peter K.; Christie, Michael – European Journal of Engineering Education, 2017
This case study trialled the introduction of a student-response system (Top Hat) in a third-year engineering Fluid Mechanics course (n = 44) to improve student engagement, motivation and cognition. It was recognised that for the potential benefits of student-response systems (SRSs) to be fully realised, more time must be allocated for student…
Descriptors: Blended Learning, Educational Technology, Homework, Technology Uses in Education