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Blended Design and Project Based Learning: a future for engineering education
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Monday, December 7 • 4:20pm - 4:35pm
| 3B | Using classroom response systems to motivate students and improve their learning in a flipped classroom environment

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Hounsell, Entwhistle, Marton, and Biggs [2005 & 1999] argue that students will approach their learning differently depending on the pedagogical models that their lecturers use. Lecturers who rely on one-way communication in lectures and tutorials, and test for declarative knowledge in end-of-course, closed-book exams tend to encourage students to take a surface or passive approach to learning. Those who require their students to interact in lectures and tutorials and problem solving projects, and who test students’ deep understanding of the topic via exercises, quizzes and continuous and authentic assessment tasks, help instil a deep or active approach to learning. There are many ways to encourage a deep approach to learning. In a featured article in the International HETL Review in 2014, Estes, Ingram and Liu, summarized and critiqued the practice and research literature that underpins one of them, namely, an emerging pedagogical model called ‘the flipped classroom’. In the 2014 AEEE conference the second author presented a first cycle of action research that studied an example of ‘flipping the classroom’ in Engineering Education. This paper reports on a second cycle of that research._x000D_
Biggs, J. (1999) Teaching for Quality Learning at University (pp. 165-203). Buckingham, UK: SRHE and Open University Press. _x000D_
Marton, F., Hounsell, D. and Entwistle, N. (2005). The Experience of Learning: Implications for teaching and studying in higher education. 3rd (Internet) edition Edinburgh: University of Edinburgh, CTLA. _x000D_
Estes, M., Ingram, R., & Liu, J. (2014) ‘A Review of Flipped Classroom Research, Practice, and Technologies’. IHETLR, Volume 4._x000D_


Monday December 7, 2015 4:20pm - 4:35pm
Winkipop Room RACV Torquay map C4

Attendees (8)