Experiences of flipping an online classroom: An appraisal using Community of Inquiry Framework

Leena Panicker

    Research output: Contribution to conferenceConference paper presented at Conference (not in Proceedings)


    Over the past couple of decades, there have been rapid advancements in the field of technology which transformed pedagogical strategies in higher education. Online education with an emphasis on technology augmented learning strategies and an increasing stress for cost effectiveness have mounted the pressure on educators. This is exacerbated by the demand for educators to come up with innovative instructional methods which are flexible, user-friendly, empowering and student-centred. Collaboration and sharing learning-teaching practices would be the most sensible response to these demands. This paper shares and explores the experiences of flipping an online classroom with a large cohort of externally enrolled Undergraduate Nursing and Midwifery students in a regional Australian university. The design, implementation, and outcome of this active learning strategy are examined using the theoretical framework, Community of Inquiry by Garrison, Anderson, and Archer [1]. The students’ accountability to engage in the task, in a student-centred model of pedagogical strategy which reinforced higher order thinking was the key to this successfully flipped task.
    Original languageEnglish
    Publication statusPublished - Jul 2017
    Event5th Annual Worldwide Nursing Conference - , Singapore
    Duration: 24 Jul 201725 Jul 2017


    Conference5th Annual Worldwide Nursing Conference
    Internet address


    Dive into the research topics of 'Experiences of flipping an online classroom: An appraisal using Community of Inquiry Framework'. Together they form a unique fingerprint.

    Cite this