TY - GEN
T1 - Using technology to enable flipped classrooms whilst sustaining sound pedagogy
AU - Sankey, Michael D.
AU - Hunt, Lynne
N1 - Publisher Copyright:
© 2013 Michael Sankey and Lynne Hunt.
Copyright:
Copyright 2015 Elsevier B.V., All rights reserved.
PY - 2013
Y1 - 2013
N2 - 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.
AB - 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.
KW - Changing practice
KW - Flipped classrooms
KW - Student learning journey
KW - Technology
UR - http://www.scopus.com/inward/record.url?scp=84913535776&partnerID=8YFLogxK
UR - https://www.ascilite.org/conferences/sydney13/about/proceedings.pdf
M3 - Conference Paper published in Proceedings
AN - SCOPUS:84913535776
T3 - 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013
SP - 785
EP - 795
BT - 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013
A2 - Gosper, Maree
A2 - Hedberg, John
A2 - Carter, Helen
PB - ASCILITE
T2 - 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013
Y2 - 1 December 2013 through 4 December 2013
ER -