@inproceedings{scholars10009,
            note = {cited By 0; Conference of 7th World Engineering Education Forum, WEEF 2017 ; Conference Date: 13 November 2017 Through 16 November 2017; Conference Code:139977},
            year = {2018},
             doi = {10.1109/WEEF.2017.8467153},
       publisher = {Institute of Electrical and Electronics Engineers Inc.},
         journal = {Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 201},
           title = {Inverted Classroom Implementation Model for Social-Science Course Subject Instruction among Undergraduate Engineering Students},
           pages = {751--755},
        abstract = {The rapid development in communication technology has inadvertently changed how present learners acquire knowledge. Learners of today have evolved in the way they learn compared to their teachers, professors, or their course instructors learned when they were students. To meet the needs of the learners, lecturers have resorted to innovative ways in restructuring their instructional approach in university classrooms. The flipped- classroom is one of such approach which focusses more classroom time for homework, project work, and practices but prior to this, students need to read or watch and understand lectures (e.g. through video postings on youTube) before entering classes. Inverted classroom is not merely a replacement of technology in the classroom but rather a concept which holds that it is more valuable in guiding students with the help of learning communities in class in developing understanding of knowledge. The motivation behind this study is to inform the implication of inverted classroom specifically in non-technical course subject at a private higher institution. The research aimed to develop the Flip Learning implementation model for Ethnic Relation course subject at undergraduate level. The study adopted Interpretive Structural Modelling as main technique in developing the model. The findings resulted in nine instructional strategies for implementing flipped-learning of non-technical course subjects among undergraduate engineering students. The findings will implicate on how flipped-learning could be addressed for different context of learning at undergraduate level. {\^A}{\copyright} 2017 IEEE.},
        keywords = {Curricula; Education computing; Engineering education; Teaching; Technical presentations, Communication technologies; Flipped-learning; Instructional strategy; Inverted classroom; Structural modelling; Technology in the classroom; Undergraduate engineering students; University classrooms, Students},
             url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055438248&doi=10.1109\%2fWEEF.2017.8467153&partnerID=40&md5=f859af9529315767b0acf3b07969a39f},
            isbn = {9781538615232},
          author = {Ridhuan, M. and Abdullah, T. L. and Ahmad, R. and Yaacob, I. R. and Al Amin, M. N. and Amin, U. R. and Panaemalae, A. R.}
}