Abstract
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 language | English |
|---|---|
| Pages | 75-79 |
| Number of pages | 5 |
| Volume | 2 |
| No. | 2 |
| Specialist publication | International Journal of Case Reports & Studies |
| Publisher | Madridge Publishers, LLC |
| DOIs | |
| Publication status | Published - 1 Oct 2018 |
Fingerprint
Cite this
}
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 publication › Article › Research
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 -