Experiences of flipping an online classroom

An appraisal using Community of Inquiry Framework

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

Abstract

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
DOIs
Publication statusPublished - Jul 2017
Event5th Annual Worldwide Nursing Conference - , Singapore
Duration: 24 Jul 201725 Jul 2017
http://nursing-conf.org

Conference

Conference5th Annual Worldwide Nursing Conference
CountrySingapore
Period24/07/1725/07/17
Internet address

Fingerprint

classroom
learning strategy
community
experience
student
educator
teaching practice
education
nursing
responsibility
university
demand
costs
learning

Cite this

Panicker, Leena. / Experiences of flipping an online classroom : An appraisal using Community of Inquiry Framework. Paper presented at 5th Annual Worldwide Nursing Conference, Singapore.
@conference{179852ced92543268b85e7377499819b,
title = "Experiences of flipping an online classroom: An appraisal using Community of Inquiry Framework",
abstract = "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.",
author = "Leena Panicker",
year = "2017",
month = "7",
doi = "10.5176/2315-4330_WNC17.58",
language = "English",
note = "5th Annual Worldwide Nursing Conference ; Conference date: 24-07-2017 Through 25-07-2017",
url = "http://nursing-conf.org",

}

Panicker, L 2017, 'Experiences of flipping an online classroom: An appraisal using Community of Inquiry Framework' Paper presented at 5th Annual Worldwide Nursing Conference, Singapore, 24/07/17 - 25/07/17, . https://doi.org/10.5176/2315-4330_WNC17.58

Experiences of flipping an online classroom : An appraisal using Community of Inquiry Framework. / Panicker, Leena.

2017. Paper presented at 5th Annual Worldwide Nursing Conference, Singapore.

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

TY - CONF

T1 - Experiences of flipping an online classroom

T2 - An appraisal using Community of Inquiry Framework

AU - Panicker, Leena

PY - 2017/7

Y1 - 2017/7

N2 - 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.

AB - 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.

UR - http://nursing-conf.org/prior-years-accepted-papers/#tab-5b84edd7d2f9d

U2 - 10.5176/2315-4330_WNC17.58

DO - 10.5176/2315-4330_WNC17.58

M3 - Conference paper presented at Conference (not in Proceedings)

ER -