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This paper presents the challenges for university teachers when new teaching strategies are implemented. Blended learning, flipped classroom, gamification as well as a combination of traditional and new pedagogical approaches are on the agenda in engineering educations. One of the challenges for the teachers is to adjust to the new way of teaching. We will use two cases; one longitudinal study and one experimental study to present and discuss a process of blended learning strategy in programming classes from a teacher’s point of view: the strategy, the planning, the implementation and the learning outcome. The second case show that the blended learning model for programming classes works very well for another type of students. The results showed that blended learning using game elements is a successful way concerning the learning outcome, but is a challenge for the teachers involved. Finally, we will conclude with guidelines for other teachers, who want to use blended learning in their teaching activities.
|Title of host publication||Proceedings of International Conference on Engineering Education and Research|
|Publisher||Western Sydney University|
|Publication status||Published - 2016|
|Event||The International Conference on Engineering Education and Research - Western Sydney University, Sydney, Australia|
Duration: 21 Nov 2016 → 24 Nov 2016
|Conference||The International Conference on Engineering Education and Research|
|Location||Western Sydney University|
|Period||21/11/2016 → 24/11/2016|
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Reng, L. & Fog, H. S.
01/01/2014 → …