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Impact of a flipped classroom (FC) approach in higher education on students’ engagement in self-directed learning: a pilot study
Conference presentation

Impact of a flipped classroom (FC) approach in higher education on students’ engagement in self-directed learning: a pilot study

Jane A Taylor, Mary Kynn, Julie-Anne Foster and Kara Lilly
Learning & Teaching Week, 2015 (Sunshine Coast, Australia, 14-Sep-2015–18-Sep-2015)
University of the Sunshine Coast
2015
url
https://www.usc.edu.au/View
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Abstract

Public Health and Health Services flipped classroom (FC) higher education student engagement self-directed learning
Project overview: The FC approach is gaining momentum and being adopted in higher education. The FC is designed to engage student's in foundation course content traditionally covered in the didactic environment prior to class time via small independent but engaging learning activities. Foundation learning is then further explored and applied in class through higher order and interactive group based learning activities. Over 2014 a team of public health and paramedic science academics at the University of the Sunshine Coast (USC) working together to flip some of their classes received a $10,000 Exploratory Learning and Teaching Grant through the Centre for Support and Advancement of Learning and Teaching (C-SALT) USC to progress and evaluate this work. FC evaluation framework: The FC evaluation framework comprised process and impact evaluation dimensions. Process evaluation collected in-class qualitative feedback from students' on specific aspects of the FC process early and late in the semester. Impact evaluation collected quantitative data on student course level engagement constructs (motivation, active participation, performance, independent inquiry, and peer collaboration) via the FCSEQ and selected relevant items from the USC Student Evaluation of Teaching instruments. Key pilot evaluation findings: The pilot evaluation was conducted in 8 Public Health, and 1 Paramedic Science and Occupational Therapy courses over 2014 (260 undergraduate and 40 post graduate students). Overall findings indicated that the majority of students (55.7% response rate) were engaged or very engaged in the FC. When compared with traditionally-delivered courses, about 1/3 reported being more or a lot more engaged. Student engagement was higher for structured workshop learning activities, than activities outside of class time. There was evidence that the FC may not appeal to all students hence consideration needs to be given to ensuring diverse student learning styles are catered for.

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