Implementing a Flipped Classroom Approach in Postgraduate Education: An Unexpected Journey into Pedagogical Redesign

Autor/inn/en	Howitt, Christine; Pegrum, Mark
Titel	Implementing a Flipped Classroom Approach in Postgraduate Education: An Unexpected Journey into Pedagogical Redesign
Quelle	In: Australasian Journal of Educational Technology, 31 (2015) 4, S.458-469 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Blended Learning; Technology Uses in Education; Video Technology; Homework; Graduate Study; College Faculty; Teaching Methods; Student Evaluation; Evaluation Methods; Case Studies; Foreign Countries; Workshops; Early Childhood Education; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Ausland; Lernwerkstatt; Schulung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitative Forschung; Australien
Abstract	This paper describes the implementation of a flipped approach by two lecturers teaching different postgraduate education courses at an Australian university. Case studies, written as chronological stories, were developed with data collected from email correspondence between the two lecturers as critical friends, as well as from student feedback in the form of face-to-face discussions, online discussions, emails, mind maps, multimodal discussion boards and end-of-semester university surveys. Over a period of 2 years, both lecturers moved from an initial focus on technology and organisation to a focus on pedagogy, while coming to see themselves as (re-)designers of learning. Technologically, the need for time to select and learn to work with appropriate software emerged as a key theme. Organisationally, the need for time to plan and to identify lecturer expectations of students emerged as key themes. Pedagogically, a shift occurred towards a "listening pedagogy" on the part of the lecturers, and towards more active and engaged learning on the part of the students. It was found necessary to ensure a close fit between what to present in flipped mode, what to do in class time, and how to assess students formatively and summatively. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01