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

Haynes, BJ; Currie, NGR

Authors

Prof Neil Currie N.G.R.Currie@salford.ac.uk
Professor Structural EngineeringPractice



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.

Citation

Haynes, B., & Currie, N. (2020). Outcomes from applying the inverted classroom to a first year structures module. Structural engineer (London. 1924), 98(5), 8-15

Journal Article Type Article
Acceptance Date Apr 15, 2020
Publication Date May 1, 2020
Deposit Date Jul 6, 2020
Publicly Available Date Jul 6, 2020
Journal The Structural Engineer
Print ISSN 0039-2553
Electronic ISSN 1466-5123
Volume 98
Issue 5
Pages 8-15
Publisher URL https://www.istructe.org/journal/volumes/volume-98-(2020)/issue-5/outcomes-from-applying-the-inverted-classroom/
Related Public URLs https://www.istructe.org/thestructuralengineer/

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