The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction.

Kehoe, T., Schofield, P., Branigan, E. and Wilmore, M., 2018. The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction. Journal of University Teaching & Learning Practice, 15 (1), 7.

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Official URL: http://ro.uow.edu.au/jutlp/vol15/iss1/7/

Abstract

This paper describes a professional development (PD) program for academics at an Australian university designed to model good blended curriculum design and effective use of contemporary learning technologies. It evaluates a case study from the pilot of this program involving a postgraduate psychology course to illustrate one of the most challenging examples and in turn the potential impact of the approach developed. Academic developers face known barriers, including time constraints, interdisciplinary miscommunication, and change resistance, when introducing academics to new approaches to learning and teaching. This PD sought to promote change by modelling a shift from “sage on the stage” to “guide on the side,” through use of flipped and blended learning approaches by the academic developer. The case study found the teacher gained confidence in these methods and student satisfaction ratings increased.

Item Type:Article
ISSN:1449-9789
Additional Information:Open Access Policy This journal provides immediate open access to its content thereby sharing capability in research and education effectively with global partners and stakeholders. By facilitating exposure, sharing, comparison and critique of research, Open Access supports the generation of new knowledge applied to solve complex problems and deliver social benefits.
Group:Faculty of Media & Communication
ID Code:30583
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:16 Apr 2018 14:23
Last Modified:16 Apr 2018 14:23

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