Reidsema / Kavanagh / Hadgraft The Flipped Classroom

Practice and Practices in Higher Education
1. Auflage 2017
ISBN: 978-981-10-3413-8
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 317 Seiten

Teaching and learning within higher education continues to evolve with innovative and new practices such as flipped teaching. This book contributes to the literature by developing a much deeper understanding of the complex phenomenon of flipped classroom approaches within higher education. It also serves as a practical guide to implementing flipped classroom teaching in academic practice across different higher educational institutions and disciplines.Part 1 of this book (Practice) describes the considerations involved in flipped classroom teaching, including the challenges faced in transforming teaching and learning within higher education. Further, it reviews the educational concepts on which the flipped classroom is based, including a selected history of similar innovations in the past. The final sections of Part 1 explore the tools needed for flipping, the design steps, assessment methods and the role of reflective practice within flipped teaching environments. 

Carl Reidsema is an Associate Professor and mechanical design engineer with over 12 years of industry experience. Beginning his academic career at UNSW, he led the development of the first hands-on team-based course in engineering design for over 1100 students. In 2010, he became Director of Teaching and Learning for Engineering at UQ, where he spearheaded the development of the Flipped Classroom model for integrating theory with design practice for over 1200 students. Carl's work is centred around the notion of Transformational Change in Higher Education. Carl is Director of eLIPSE, a centre for the development of online tools.
Lydia Kavanagh is a chemical engineer who returned from industry to academia over a decade ago. She is currently employed by UQ as the Director for First Year Engineering and has oversight of 1200 students each year. Lydia's research focuses on engineering education and includes issues such as work integrated learning, graduate competencies, student teamwork, online learning, and strategies for transition to first year. Lydia won a national teaching award for excellence in 2012 for her work with students, curriculum and teaching scholarship. She is the Director of Research Excellence for eLIPSE.
Roger Hadgraft is a professor of engineering practice who has spent more than 20 years improving engineering education and redesigning curricula using project-based learning at Monash, RMIT, Melbourne and Central Queensland Universities as well as consulting more widely on PBL to universities both nationally and internationally. He is currently Director, Educational Innovation and Research in the Faculty of Engineering and Information Technology at the University of Technology Sydney. 
Neville Smith is a PhD student in the field of education, having completed a Bachelor of Education (Honours), a Bachelor of Behavioural Studies and a Bachelor of Education (Middle Years of Schooling). Neville's primary research interest and PhD topic is centred on change and transition, particularly in the area of exploring the lived experiences of transition for international PhD students in Australia. Neville has also tutored extensively for the previous six years in the School of Education and Faculty of Health Sciences.

Autoren/Hrsg.

Reidsema, Carl

Kavanagh, Lydia

Hadgraft, Roger

Smith, Neville

Inhaltsverzeichnis

1;Foreword;5
2;Preface;7
3;Overview and Acknowledgements;11
4;Contents;13
5;Part I Practice;22
6;1 Introduction to the Flipped Classroom;23
6.1;Abstract;23
6.2;1.1 Why We Flipped;25
6.3;1.2 What Is a Flipped Classroom?;25
6.4;1.3 Student Challenges;28
6.5;1.4 Academic Challenges;29
6.6;1.5 Flipped Learning—Where to from Here?;29
6.7;1.6 Practice and Practices of Flipping;32
6.8;1.7 A Final Word;33
6.9;References;34
7;2 Design Considerations;35
7.1;Abstract;35
7.2;2.1 Introduction;35
7.3;2.2 Changing Practices;37
7.3.1;2.2.1 Transforming Your Practice;37
7.3.2;2.2.2 Transforming the Student’s Practice;39
7.3.3;2.2.3 Changing the Learning Environment;42
7.4;2.3 Flipped Classroom Design Considerations;43
7.4.1;2.3.1 A Design Process;43
7.4.2;2.3.2 Element 1: Context;44
7.4.3;2.3.3 Element 2: Drivers;46
7.4.4;2.3.4 Element 3: Flip?;46
7.4.5;2.3.5 Element 4: Outcomes;48
7.4.6;2.3.6 Element 5: Components;49
7.4.7;2.3.7 Element 6: Resources;51
7.4.8;2.3.8 Element 7: Evaluation;52
7.5;2.4 Conclusion: Finalising Your Design;53
7.6;References;54
8;3 Technology in the Flipped Classroom;56
8.1;Abstract;56
8.2;3.1 Introduction;57
8.2.1;3.1.1 The Flipped Classroom and Technology;57
8.2.2;3.1.2 Technology as a Means to an End;58
8.3;3.2 Selecting Technology;59
8.3.1;3.2.1 A Learning Design Framework;59
8.3.2;3.2.2 Questions You Should Ask;60
8.3.3;3.2.3 An Example of Continuous Improvement;63
8.4;3.3 Overview of Technology;64
8.4.1;3.3.1 Introductory Thoughts;64
8.4.2;3.3.2 Producing and Distributing Content;65
8.4.3;3.3.3 Supporting Communication;66
8.4.4;3.3.4 Providing a Narrative;66
8.4.5;3.3.5 Facilitating Collaboration;70
8.4.6;3.3.6 Assessment;70
8.4.7;3.3.7 Understanding What Students Are Doing in Your Flipped Classroom;72
8.5;3.4 Conclusion;73
8.6;References;74
9;4 Assessing Flipped Classrooms;76
9.1;Abstract;76
9.2;4.1 Introduction and Literature Review;77
9.2.1;4.1.1 Assessment Methods;77
9.2.1.1;4.1.1.1 Learning and Achievement;77
9.2.1.2;4.1.1.2 Classroom Observation;78
9.2.1.3;4.1.1.3 Flipped Classroom Evaluation Survey;79
9.2.1.4;4.1.1.4 Classroom Environment Survey;79
9.3;4.2 Assessment Planning;81
9.4;4.3 Implementation of Assessment Methods for the Flipped Classroom;82
9.4.1;4.3.1 Structured Classroom Observation;82
9.4.2;4.3.2 Assessment of Learning and Preparation;84
9.4.3;4.3.3 Interviews and Focus Groups;84
9.4.4;4.3.4 Classroom Environment Instrument;85
9.4.5;4.3.5 Flipped Classroom Evaluation Survey;86
9.5;4.4 Summary and Conclusions;86
9.6;Appendix 1;88
9.7;Appendix 2;88
9.8;Appendix 3;90
9.9;Appendix 4;91
9.10;References;92
10;5 Reflective and Reflexive Practices in the Flipped Classroom;94
10.1;Abstract;94
10.2;5.1 Introduction;95
10.3;5.2 Reflective and Reflexive Practices;95
10.4;5.3 Using Adult Learner Principles as a Way to Approach Reflective and Reflexive Practices;97
10.4.1;5.3.1 Motivation to Learn;97
10.4.2;5.3.2 Need to Know;98
10.4.3;5.3.3 Readiness to Learn;98
10.4.4;5.3.4 Problem-Solving;100
10.4.5;5.3.5 The Role of Experience;100
10.4.6;5.3.6 Learner’s Self-concept;101
10.4.7;5.3.7 Conclusion and Suggestion for Further Reflection the Role of Experience;102
10.5;5.4 Application;103
10.6;5.5 Alternatives;103
10.7;5.6 Adaptation;104
10.8;References;104
11;6 Case Study Framework;106
11.1;Abstract;106
11.2;6.1 Introduction;106
11.3;6.2 Case Studies;107
11.3.1;6.2.1 Methodology;107
11.3.2;6.2.2 Component 1: A Purpose for Flipping the Classroom;107
11.3.3;6.2.3 Component 2: The FC Within the Curriculum;108
11.3.4;6.2.4 Component 3: Design and Implementation;108
11.3.5;6.2.5 Component 4: Students;109
11.3.6;6.2.6 Component 5: Academics;109
11.3.7;6.2.7 Component 6: Online;109
11.3.8;6.2.8 Component 7: Resources;109
11.3.9;6.2.9 Component 8: Evaluation;110
11.4;6.3 What Might You Look for in the Case Studies?;110
11.5;References;112
12;Part II Practices;113
13;7 Designing an Active Learning Environment Architecture Within a Flipped Classroom for Developing First Year Student Engineers;114
13.1;Abstract;114
13.2;7.1 Introduction;115
13.3;7.2 Design Step I: Specification;116
13.3.1;7.2.1 Student Learning Mechanisms;116
13.3.2;7.2.2 Learning Environment Architecture (LEA) Mechanisms;117
13.4;7.3 Design Step II: Method Selection and Architecture;117
13.4.1;7.3.1 Overview;117
13.4.2;7.3.2 The DOEM Project;118
13.4.3;7.3.3 Hands-on Activities;120
13.4.4;7.3.4 Individual Learning;121
13.4.5;7.3.5 Support Systems;122
13.5;7.4 Design Step III: Course Creation;123
13.6;7.5 Design Step IV: Evaluating the Flipped Classroom LEA;124
13.6.1;7.5.1 Assessing the Architecture;124
13.6.2;7.5.2 Student Interaction with Online Materials Modules;126
13.6.3;7.5.3 Participation in Problem-Solving and Narrative Workshops;130
13.6.4;7.5.4 Participation in Build Workshops;131
13.6.5;7.5.5 Assessing Course Component Interaction;131
13.6.6;7.5.6 Assessment of Learning Mechanisms and Outcomes;134
13.7;7.6 Student Reflections of Learning Processes;137
13.8;7.7 Conclusions and Recommendations;144
13.9;References;145
14;8 Experiences with “Flipping” an Introductory Mechanical Design Course;147
14.1;Abstract;147
14.2;8.1 Introduction;148
14.3;8.2 Methods;149
14.3.1;8.2.1 Course and Faculty Development;150
14.3.2;8.2.2 Assessment Methods;150
14.4;8.3 Results;151
14.4.1;8.3.1 Direct Assessment of Learning and Instructor Interviews;152
14.4.2;8.3.2 Video Access Analysis;152
14.4.3;8.3.3 Classroom Observation;153
14.4.4;8.3.4 Classroom Environment Inventory;155
14.4.5;8.3.5 Flipped Classroom Evaluation Survey;157
14.4.5.1;8.3.5.1 Student Preferences and Behaviours;158
14.4.5.2;8.3.5.2 Content Analysis of Benefits and Drawbacks;158
14.4.5.3;8.3.5.3 Self-Reported Video Use;161
14.5;8.4 Discussion;162
14.5.1;8.4.1 Comparison to Other Mechanical Engineering Courses;162
14.5.1.1;8.4.1.1 Direct Assessments;162
14.5.2;8.4.2 Comparison to Other Mechanical Engineering Courses—Indirect Assessments;162
14.6;8.5 Conclusions;163
14.7;References;164
15;9 Inclusive STEM: Closing the Learning Loop;166
15.1;Abstract;166
15.2;9.1 Introduction;167
15.3;9.2 Inclusive Teaching;167
15.4;9.3 Closing the Learning Loop;170
15.5;9.4 Outcomes;172
15.6;9.5 Future Improvements;173
15.7;9.6 Conclusion;175
15.8;References;176
16;10 Flipping on a Shoestring: A Case Study of Engineering Mechanics at the University of Technology Sydney;177
16.1;Abstract;177
16.2;10.1 Introduction;177
16.3;10.2 Changing Expectations and Practices;180
16.4;10.3 Learning Activities;182
16.4.1;10.3.1 Pre-lecture Preparation;182
16.4.2;10.3.2 In-Class Activities;183
16.5;10.4 Evaluation;184
16.6;10.5 Conclusion;189
16.7;References;189
17;11 Design, Deployment and Evaluation of a Flipped Learning First-Year Engineering Course;191
17.1;Abstract;191
17.2;11.1 Introduction;191
17.3;11.2 Design Setting;192
17.4;11.3 Initial Session Preparation;195
17.4.1;11.3.1 Plenary Session;198
17.4.2;11.3.2 Feedback on the Participation;198
17.4.3;11.3.3 Design Effort and Resources;199
17.5;11.4 Evaluation;200
17.6;11.5 Conclusions;203
17.7;References;204
18;12 Flipped Classes: Drivers for Change, Transition and Implementation;206
18.1;Abstract;206
18.2;12.1 Introduction;206
18.3;12.2 Context;208
18.4;12.3 Drivers to Flip Classes;209
18.5;12.4 Transition and Implementation of Flipped Classes;211
18.5.1;12.4.1 Transition;212
18.5.2;12.4.2 Implementation;214
18.6;12.5 Student Perspectives;216
18.6.1;12.5.1 Research Question 1;219
18.6.2;12.5.2 Research Question 2;220
18.7;12.6 Summary;220
18.8;References;221
19;13 A Technology-Enabled Flipped Classroom Model;223
19.1;Abstract;223
19.2;13.1 Introduction;223
19.3;13.2 The Flipped Classroom: Constituent Elements;224
19.4;13.3 Alignment of Strategy and Pedagogy;225
19.5;13.4 The TERASA Learning Framework;228
19.5.1;13.4.1 The Constituent Elements of the E-Learning Ecosystem;229
19.5.1.1;13.4.1.1 Element # 1: ILKC—The Curriculum Management System;230
19.5.1.2;13.4.1.2 Element # 2: ILAMS—The TBL Template Sequence;232
19.5.1.3;13.4.1.3 Element # 3: ILecture—Virtual Library iPad Application;233
19.5.1.4;13.4.1.4 Element # 4: IFolio—A Purpose Built e-Portfolio;234
19.6;13.5 Translating the Model from the Medical School to the University;236
19.6.1;13.5.1 Growing Interest;237
19.6.2;13.5.2 Challenges;237
19.6.2.1;13.5.2.1 Top of the List Is the Management of Technology and Infrastructure;238
19.6.2.2;13.5.2.2 The Role of the Faculty in TBL Was also Inherently Challenging;238
19.6.2.3;13.5.2.3 Student Acceptance of Ownership of Their Learning;238
19.6.3;13.5.3 Moving Forward;239
19.7;13.6 Conclusion;240
19.8;References;240
20;14 Flipping a Postgraduate Classroom: Experience from Griffith University;241
20.1;Abstract;241
20.2;14.1 Introduction;241
20.3;14.2 Context;242
20.4;14.3 Motivation and Drivers for Using Flipped Classroom;245
20.4.1;14.3.1 Motivation;245
20.4.2;14.3.2 Drivers;245
20.5;14.4 Design and Implementation;246
20.6;14.5 Evaluation and Outcomes;250
20.7;14.6 Challenges and Opportunities: A Reflection;253
20.8;14.7 Conclusion;254
20.9;References;254
21;15 Flipping the Learning of Subdivision Design for Surveying Students;256
21.1;Abstract;256
21.2;15.1 Introduction;256
21.3;15.2 Initial Approaches to the Design Project;258
21.4;15.3 Development and Application;260
21.5;15.4 Virtual Bus Tour;261
21.6;15.5 Assessment;262
21.7;15.6 Feedback;263
21.8;15.7 Evaluation;263
21.9;15.8 What Can Be Improved for the Next Iteration;265
21.10;15.9 Final Thoughts;266
21.11;15.10 Conclusion;266
21.12;References;267
22;16 Flipping a Collaborative Classroom to Gain Deeper Understanding of the Health System;268
22.1;Abstract;268
22.2;16.1 Introduction;269
22.2.1;16.1.1 How Did We Get Started?;269
22.3;16.2 What Did We Do?;270
22.4;16.3 How Did We Do It?;271
22.4.1;16.3.1 Assessment;272
22.4.2;16.3.2 Weekly Workbooks;272
22.4.3;16.3.3 Weekly Critical Blog;272
22.4.4;16.3.4 Technology;274
22.4.4.1;16.3.4.1 Padlet;274
22.4.4.2;16.3.4.2 Blackboard and the Learning Pathway;275
22.4.4.3;16.3.4.3 Teaching Space;275
22.5;16.4 Reflections from the Teaching Team;276
22.5.1;16.4.1 Group Dynamics;278
22.5.2;16.4.2 Class Engagement;280
22.5.3;16.4.3 Feedback Processes;280
22.6;16.5 Final Thoughts and Future Steps;281
22.7;16.6 Conclusion;282
22.8;References;282
23;17 Implications for Pedagogy: Flipping the Classroom to Engage Pre-service Teachers;283
23.1;Abstract;283
23.2;17.1 Introduction;284
23.2.1;17.1.1 Flipping the Classroom and Multiliteracies Pedagogy;284
23.2.1.1;17.1.1.1 Describing the English and Literacy Course;284
23.3;17.2 Setting up and [Re]Conceptualising the Course;285
23.4;17.3 Adapting Pedagogical Practices to Align with New Thinking Possibilities;286
23.5;17.4 Acknowledging and Encouraging the Need to Develop New Habitus;289
23.6;17.5 Flipping the Classroom and Preparation for Teaching;293
23.7;17.6 Final Conclusions and Points of Significance;295
23.8;References;297
24;18 Flipped Tutorials in Business Courses;298
24.1;Abstract;298
24.2;18.1 Introduction;299
24.3;18.2 Teaching Context;300
24.4;18.3 Flipped Classroom Intervention;301
24.5;18.4 A Model of the Roles of Tutor and Student;303
24.5.1;18.4.1 Role Shifts for Students and Tutors;306
24.5.1.1;18.4.1.1 Student Role Transitions: Cell A Instruction and Cell B Disconnection ? Cell D Collaboration;307
24.5.1.2;18.4.1.2 Tutor Role Transitions: Cell A Instruction and Cell C Disruption ? Cell D Collaboration;310
24.6;18.5 Reflection, Reflexivity, and Managing the Role Transitions for Students and Tutors;312
24.7;18.6 Conclusion;314
24.8;References;315
25;Erratum to: Inclusive STEM:Closing the Learning Loop;317