research
oaioai:eprints.whiterose.ac.uk:114714

Flipped teaching as a method for boosting engagement and performance

Authors
Publication date
14 July 2016
Publisher
ISEE 2014 – University of Manchester on behalf of Department of Materials Science & Engineering The University of Sheffield
Doi

    Abstract

    In a large-scale trial at the University of Sheffield (n=236), we implemented a flipped approach to teaching mathematics to first-year engineers. Lectures were discontinued and replaced with an integrated format of specially filmed short videos, online quizzes and twice as much small-group learning. We found strong evidence that engagement and exam performance were boosted by the new method by comparing with students on an identical syllabus taking the same exam but taught traditionally

      Similar works

      Full text

      thumbnail-image

      This paper was published in White Rose Research Online.

      Having an issue?

      Is data on this page outdated, violates copyrights or anything else? Report the problem now and we will take corresponding actions after reviewing your request.