The flipped classroom moves away from the traditional chalk-and-talk style lecture to a model which encourages students to carry out activity on a topic before the classroom-based contact time. For example, the students would be asked to prepare by carrying out some research, reading an article/chapter, watching a video/PowerPoint presentation or listening to a podcast; this allows the tutor to facilitate further exploration and discussion in the class, which makes for a more productive and interesting learning (and teaching) experience.
The examples we share here are based on an evolving approach to teaching that uses technology and activity-based design to encourage students’ lifelong learning skills.
Trevor Price and Jacqui Neale first presented this case study at the EDULEARN 2013 International Conference in Barcelona. Then in July 2015, they presented at the University of Greenwich’s conference entiled Flipping the Institution: Higher Education in the Post Digital Age and most recently in January 2016 presented Sharing templates, processes and approaches to flipping a classroom in Higher Education at the BETT Conference in London.
Trevor was supported in his journey by a range of support professionals who helped him to make more effective use of a range of technology — including Blackboard, planning documents, learning icons and templates and an activity based design approach — in order to flip the classroom
What happened next? Trevor says:
“In 2009–10 academic year I delivered the Environmental Management module and its task-based approach to a student group based on the campus. At the same time, some students had been enrolled onto the module to study online at a distance — so I suddenly had a mix of face-to-face and distant students to cater for in a single delivery.”
Carry on viewing the videos to find out what this meant for Trevor and his students.
Both Trevor and Jacqui believe that this approach is good for students in terms of consistency, and it also can offer cost-effective ways of capturing student markets and satisfying students in parallel modes of simultaneous delivery: both in the lecture room and online ‘at a distance’.
Trevor will continue to evaluate and add value to the module. Jacqui continues to work with other staff across the University to help further embed this flexible learning design approach.
You can watch another interesting case study of how a tutor from Clemson’s College of Health, Education and Human Development approaches flipping the classroom. Ralph Welsh’s approach echoes many of the sentiments and messages relayed in our own case study.