SwePub - sökning: WFRF:(Toivonen Sofia 1991)

Numrering	Referens	Omslagsbild	Hitta
1.	Sterner, Erik, 1984, et al. (författare) Evaluating the flipped classroom approach in engineering education: Students’ attitudes, engagement and performance in an undergraduate sustainability course 2017 Ingår i: 45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Angra do Heroismo, Terceira Island, Azores; Portugal; 18 September 2017 through 21 September 2017. - : European Society for Engineering Education (SEFI). ; , s. 911-918 Konferensbidrag (refereegranskat)abstract This paper describes the implementation and evaluation of the flipped classroom approach in a sustainability course for undergraduate engineering students. Using a mixed methods approach, the evaluation focused on student engagement, performance as well as students’ attitudes and beliefs about the flipped classroom. A novel aspect of this work compared to previous studies on the flipped classroom is the tracking of student attitudes and engagement during the course. The results indicate that while student attitudes grew more neutral during the middle of the course, student engagement as well as performance on the final written exam increased significantly compared to previous years. Pedagogical implications for instructors wanting to implement the flipped classroom approach are briefly discussed.

Sterner, Erik, 1984, et al. (författare)
Evaluating the flipped classroom approach in engineering education: Students’ attitudes, engagement and performance in an undergraduate sustainability course
2017
Ingår i: 45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Angra do Heroismo, Terceira Island, Azores; Portugal; 18 September 2017 through 21 September 2017. - : European Society for Engineering Education (SEFI). ; , s. 911-918
Konferensbidrag (refereegranskat)abstract
- This paper describes the implementation and evaluation of the flipped classroom approach in a sustainability course for undergraduate engineering students. Using a mixed methods approach, the evaluation focused on student engagement, performance as well as students’ attitudes and beliefs about the flipped classroom. A novel aspect of this work compared to previous studies on the flipped classroom is the tracking of student attitudes and engagement during the course. The results indicate that while student attitudes grew more neutral during the middle of the course, student engagement as well as performance on the final written exam increased significantly compared to previous years. Pedagogical implications for instructors wanting to implement the flipped classroom approach are briefly discussed.

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