Abstract
This paper initially provides an understanding of what constitutes a flipped classroom model. It then provides a series of four case studies that describe the application of some different flipped classroom approaches to university courses, largely mediated by the use of online learning technologies. It demonstrates that these flipped classrooms are informed by constructivist pedagogy and highlights the role university teachers can play in facilitating their students’ engagement with learning. It also highlights that to be successful in this transition to a new mode of learning requires both a holistic institutional planning approach, one based within a coherent student learning journey model, and sustained development by a team of centralised support staff, including technology experts, librarians and learning designers. The paper concludes with a discussion of the implications associated with adopting a flipped classroom approach.
Original language | English |
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Title of host publication | 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013 |
Editors | Maree Gosper, John Hedberg, Helen Carter |
Publisher | ASCILITE |
Pages | 785-795 |
Number of pages | 11 |
ISBN (Electronic) | 9781741384031 |
Publication status | Published - 2013 |
Event | 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013 - Sydney, Australia Duration: 1 Dec 2013 → 4 Dec 2013 |
Publication series
Name | 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013 |
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Conference
Conference | 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013 |
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Country/Territory | Australia |
City | Sydney |
Period | 1/12/13 → 4/12/13 |
Bibliographical note
Publisher Copyright:© 2013 Michael Sankey and Lynne Hunt.
Copyright:
Copyright 2015 Elsevier B.V., All rights reserved.