The effectiveness of the flipped classroom (FC) approach depends on the integration of educational technologies into course design and delivery. This approach adopts constructivist learning principles and is increasingly used in higher education to respond to the need for greater flexibility and use of technologies in the design and delivery of program and courses. The FC comprises weekly preclass learning activities, face-to-face (F2F) workshops and tutorials, and extension online resources. Educational technologies are used to facilitate pre-class activities to engage students in course content prior to F2F interactions which then focus on further exploring concepts through group learning activities. Learning facilitators support student application of course concepts to assessment in tutorials and through extension resources. Each stage scaffolds students’ current understanding and increases cognition levels they are required to apply. The academics trialled the FC in Semester 1 2013 with the support of the Instructional Designer. They focused on developing their knowledge and confidence in transitioning from a traditional to a flipped teaching approach, and developing their skills in a broader range of educational technologies such as lectures, quizzes, etc. The academics are continuing to utilise the FC in their Semester 2, 2013 course and evaluating the impact of such an approach students engagement in learning. Critical reflection by the academics on their teaching approach transition, including the enhanced use of technologies, has been both rewarding and challenging. We would like to share these learnings was well as the future possibilities with others considering a similar venture.
2013 Learning & Teaching Week: Blended learning: an agile response to a dynamic world, Sunshine Coast, Australia 26-30 August 2013
2013 Learning & Teaching Week Program Book / pp.11