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Flipping the classroom – technological spin or pedagogic revolution?
Conference presentation

Flipping the classroom – technological spin or pedagogic revolution?

Julie Hanson
2013 Learning & Teaching Week Program Booklet, p.14
Learning & Teaching Week, 2013 (Sunshine Coast, Australia, 26-Aug-2013–30-Aug-2013)
University of the Sunshine Coast
2013
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy flipped classroom
Virtual Learning Environments (VLEs) play an important role in today's teaching and learning in nursing. VLEs that invite students to interact with key concepts online prior to contact with other students and educators can better prepare students for focused learning with educators. Educators can then concentrate on applying the content to practice. Rather than students waiting to learn when they meet each other in the classroom, this style of teaching and learning flips things around. Students learn prior to, during and then following classroom interaction. The aim of this presentation is to explain how I trialled flipping the classroom in a second year undergraduate nursing course for drug therapy at the University of the Sunshine Coast. The trial was underpinned by: blended learning principles, use of high quality sound recordings of lectures (e-Lectures) on foundational concepts and which students viewed prior to class, application of learning to clinical practice, repositioning the student-teacher interaction as dialogical rather than transmissional, preparing power-points to scaffold learning taking students from low-stakes activities such as quizzes, and peer discussion to high stakes activities such as final assignments.

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