I flipped my tutorials: a case study of implementing active learning strategies in engineering
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A variety of active learning strategies havebeen applied to engineering classrooms, includingflipping classrooms by recording lectures and havingstudents watch them outside of class time. In this study, asimilar approach was used for long-answer problemspresented in one-hour tutorial sessions. Problemsolutions were recorded and made available online.Instead of solving long-answer problems, tutorials beganwith a review of relevant material. The review was thenfollowed by independent working time where studentswere free to interact with the teaching assistant anddiscuss concepts with one another while working on anonline quiz.Students generally responded very positively tothe changes and appreciated the ability to go throughproblem solutions at their own pace with the recordings.In tutorials, the quizzes were successful at encouragingdiscussion of course content amongst students. Thetechniques also provided a repository of online videosand quizzes to be used in future course iterations.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it