Flipping the Academy: Is Learning from outside the Classroom Turning the University Inside Out?

Autor/inn/en	Helyer, Ruth; Corkill, Helen
Titel	Flipping the Academy: Is Learning from outside the Classroom Turning the University Inside Out?
Quelle	In: Asia-Pacific Journal of Cooperative Education, 16 (2015) 2, S.121-135 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Teaching Methods; Experiential Learning; Technology Uses in Education; Educational Technology; Blended Learning; Video Technology; Homework; Foreign Countries; Qualitative Research; Statistical Analysis; Surveys; Semi Structured Interviews; College Students; Informal Education; Online Courses; Large Group Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hausaufgabe; Ausland; Qualitative Forschung; Statistische Analyse; Survey; Umfrage; Befragung; Collegestudent; Informelle Bildung; Nichtformale Bildung; Online course; Online-Kurs
Abstract	This paper explores the idea that the variety of approaches to experiential learning, and the diversity of ways in which learning is accessed and facilitated, is contributing to the conventional world of the university being turned upside-down. Work-based and experiential learning acknowledge learning derived from outside the classroom; similarly, but differently, the flipped classroom encourages learning to take place elsewhere. This paper examines whether changes to the traditional locus of higher education delivery and to the production, storage and dissemination of knowledge represent philosophical challenges to the status of the university itself. To make formative connections between learning that is taking place through work, experiential and flipped learning, a small-scale research study was undertaken across two English universities. Drawing on both quantitative and qualitative data derived from desk-based research, electronic survey and semi-structured interviews, the paper demonstrates a range of understandings and applications of experiential learning. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01