Flipped fun

A reflection on five flipped classrooms with diverse student cohorts in STEM disciplines

Leena Panicker, Angela Sheedy

Research output: Contribution to specialist publicationArticleResearch

18 Downloads (Pure)

Abstract

Flipped learning approaches have had a significant impact on teaching practices more
recently than the traditional teaching strategies in higher education and STEM disciplines.
This paper describes how the concept of flipped learning, the role of the lecturer and
practices around assessments are used in large and diverse online student cohorts. This
paper presents the experience of academics from Nursing, Information Technology and
Sports Science use of flipped classroom strategy and their designed flipped approaches for
their units of teaching and student cohorts. The lessons learnt are reported of the flipped
learning innovations from a multidisciplinary, science-focused, scholarly community of
practice referred to as ‘iScholar’ in a regional Australian university.

For the academics, sharing experiences in practice allowed appraisal of the differing
flips and flops of the blended learning platform. Additionally, they were able to explore the
role of the lecturer in these blended learning modes and evaluate learning experiences of
different student cohorts. The lecturers embraced the challenges of technology and focused on the needs of their differing student cohorts; further, reflected on their practice and shared the experiences with the extended academic community in the University.

Preparation of students for these innovative learning modes was identified as a
crucial step in flipped classroom strategies. The lecturers were explicit about the learning
out comes and the activities expected of the students, which supported the successful
implementation of flipped classrooms. Student perceptions and attitudes towards the
flipped model of learning changed with improved engagement in learning activities.
Original languageEnglish
Pages75-79
Number of pages5
Volume2
No.2
Specialist publicationInternational Journal of Case Reports & Studies
PublisherMadridge Publishers, LLC
DOIs
Publication statusPublished - 1 Oct 2018

Fingerprint

classroom
university teacher
learning
student
Blended Learning
experience
teaching strategy
science
teaching practice
electronic learning
community
nursing
information technology
innovation
university
Teaching
education

Cite this

@misc{61150b7f44bf42c3a438880585c0db31,
title = "Flipped fun: A reflection on five flipped classrooms with diverse student cohorts in STEM disciplines",
abstract = "Flipped learning approaches have had a significant impact on teaching practices morerecently than the traditional teaching strategies in higher education and STEM disciplines.This paper describes how the concept of flipped learning, the role of the lecturer andpractices around assessments are used in large and diverse online student cohorts. Thispaper presents the experience of academics from Nursing, Information Technology andSports Science use of flipped classroom strategy and their designed flipped approaches fortheir units of teaching and student cohorts. The lessons learnt are reported of the flippedlearning innovations from a multidisciplinary, science-focused, scholarly community ofpractice referred to as ‘iScholar’ in a regional Australian university.For the academics, sharing experiences in practice allowed appraisal of the differingflips and flops of the blended learning platform. Additionally, they were able to explore therole of the lecturer in these blended learning modes and evaluate learning experiences ofdifferent student cohorts. The lecturers embraced the challenges of technology and focused on the needs of their differing student cohorts; further, reflected on their practice and shared the experiences with the extended academic community in the University.Preparation of students for these innovative learning modes was identified as acrucial step in flipped classroom strategies. The lecturers were explicit about the learningout comes and the activities expected of the students, which supported the successfulimplementation of flipped classrooms. Student perceptions and attitudes towards theflipped model of learning changed with improved engagement in learning activities.",
keywords = "Flipped Classroom; Tertiary Education; Student Experience; Pedagogy; The Role Of The Lecturer; Technology; Innovation",
author = "Leena Panicker and Angela Sheedy",
year = "2018",
month = "10",
day = "1",
doi = "10.18689/mjcrs-1000119",
language = "English",
volume = "2",
pages = "75--79",
journal = "International Journal of Case Reports & Studies",
issn = "2639-4553",
publisher = "Madridge Publishers, LLC",

}

Flipped fun : A reflection on five flipped classrooms with diverse student cohorts in STEM disciplines. / Panicker, Leena; Sheedy, Angela.

In: International Journal of Case Reports & Studies, Vol. 2, No. 2, 01.10.2018, p. 75-79.

Research output: Contribution to specialist publicationArticleResearch

TY - GEN

T1 - Flipped fun

T2 - A reflection on five flipped classrooms with diverse student cohorts in STEM disciplines

AU - Panicker, Leena

AU - Sheedy, Angela

PY - 2018/10/1

Y1 - 2018/10/1

N2 - Flipped learning approaches have had a significant impact on teaching practices morerecently than the traditional teaching strategies in higher education and STEM disciplines.This paper describes how the concept of flipped learning, the role of the lecturer andpractices around assessments are used in large and diverse online student cohorts. Thispaper presents the experience of academics from Nursing, Information Technology andSports Science use of flipped classroom strategy and their designed flipped approaches fortheir units of teaching and student cohorts. The lessons learnt are reported of the flippedlearning innovations from a multidisciplinary, science-focused, scholarly community ofpractice referred to as ‘iScholar’ in a regional Australian university.For the academics, sharing experiences in practice allowed appraisal of the differingflips and flops of the blended learning platform. Additionally, they were able to explore therole of the lecturer in these blended learning modes and evaluate learning experiences ofdifferent student cohorts. The lecturers embraced the challenges of technology and focused on the needs of their differing student cohorts; further, reflected on their practice and shared the experiences with the extended academic community in the University.Preparation of students for these innovative learning modes was identified as acrucial step in flipped classroom strategies. The lecturers were explicit about the learningout comes and the activities expected of the students, which supported the successfulimplementation of flipped classrooms. Student perceptions and attitudes towards theflipped model of learning changed with improved engagement in learning activities.

AB - Flipped learning approaches have had a significant impact on teaching practices morerecently than the traditional teaching strategies in higher education and STEM disciplines.This paper describes how the concept of flipped learning, the role of the lecturer andpractices around assessments are used in large and diverse online student cohorts. Thispaper presents the experience of academics from Nursing, Information Technology andSports Science use of flipped classroom strategy and their designed flipped approaches fortheir units of teaching and student cohorts. The lessons learnt are reported of the flippedlearning innovations from a multidisciplinary, science-focused, scholarly community ofpractice referred to as ‘iScholar’ in a regional Australian university.For the academics, sharing experiences in practice allowed appraisal of the differingflips and flops of the blended learning platform. Additionally, they were able to explore therole of the lecturer in these blended learning modes and evaluate learning experiences ofdifferent student cohorts. The lecturers embraced the challenges of technology and focused on the needs of their differing student cohorts; further, reflected on their practice and shared the experiences with the extended academic community in the University.Preparation of students for these innovative learning modes was identified as acrucial step in flipped classroom strategies. The lecturers were explicit about the learningout comes and the activities expected of the students, which supported the successfulimplementation of flipped classrooms. Student perceptions and attitudes towards theflipped model of learning changed with improved engagement in learning activities.

KW - Flipped Classroom; Tertiary Education; Student Experience; Pedagogy; The Role Of The Lecturer; Technology; Innovation

U2 - 10.18689/mjcrs-1000119

DO - 10.18689/mjcrs-1000119

M3 - Article

VL - 2

SP - 75

EP - 79

JO - International Journal of Case Reports & Studies

JF - International Journal of Case Reports & Studies

SN - 2639-4553

PB - Madridge Publishers, LLC

ER -