期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：A variety of active learning strategies have been applied to engineering classrooms, including flipping classrooms by recording lectures and having students watch them outside of class time. In this study, a similar approach was used for long-answer problems presented in one-hour tutorial sessions. Problem solutions were recorded and made available online. Instead of solving long-answer problems, tutorials began with a review of relevant material. The review was then followed by independent working time where students were free to interact with the teaching assistant and discuss concepts with one another while working on an online quiz. Students generally responded very positively to the changes and appreciated the ability to go through problem solutions at their own pace with the recordings. In tutorials, the quizzes were successful at encouraging discussion of course content amongst students. The techniques also provided a repository of online videos and quizzes to be used in future course iterations.
