Report
Assessing the effectiveness of a flipped classroom in foundational engineering dynamics
Supporting learners,
Educational outcomes,
Distance and flexible learning
Engineering and related technologies,
Foundation and Bridging Education
Published: 12 May 2017
A report prepared by Paul Docherty, Wendy Fox-Turnbull and Pinelopi Zaka.
ISBN: 978-0-947516-72-7
A one-year project, undertaken by the University of Canterbury, to investigate engineering students’ impressions of the flipped classroom approach and their ongoing academic achievement in follow-on courses.
Co-funded by
Ako Aotearoa’s
Regional Hub Project Fund
Partnered with
University of Canterbury