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

Haynes, BJ; Currie, NGR

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/