Mapping and evaluating the flipped classroom at USC: Integrative learning and teaching

There has been increased emphasis in the higher education sector on the need for greater flexibility in the design and delivery of programs and courses to cater for students’contemporary context and diverse learning needs. Universities are moving toward the use of blended learning approaches to cater for student diversity, which includes theenhanced use of educational technologies in curriculum design and delivery. Student engagement in learning is well established as being central to optimising the student tertiary experience and student learning outcomes. The flipped classroom (FC) approach is an approach to teaching and learning that integrates blended learning into teaching and has a focus on student engagement in learning. The basic premise of the FC requires students to engage with the learning material prior to in-class time. Learning material can be delivered through a range of activities, including e-lectures, YouTube, TED videos, readings, quizzes, and website visits. The value of the FC is the conversion of more traditional didactic in-class time into interactive workshop activities where students can inquire about the learning content and concepts, apply their new knowledge, and interact with one another in hands-on activities. During workshops, lecturers and tutors become facilitators, encouraging students in individual inquiry and collaborative effort. The FC is consistent with the principles of a constructivist pedagogical approach to learning and teaching, including being student centred and the use of active learning strategies. Students construct their own knowledge and understanding about key course content and concepts, engagement in reflective practice, self-assessment and evaluation of their learning. The role of the academic(s) is to provide scaffolding, guidance, and facilitate the learning process and environment. The FC is intended to improve the quality of student learning through higher student engagement and opportunity on higher levels of learning, including analysis, synthesis and evaluation. The purpose of this presentation is to present the formative findings of a USC Enhancement Learning and Teaching Grant (2014) that set out to: 1) evaluate the impact of the FC on USC students’ engagement in learning; 2) map the range of FC practices adopted by participating USC Course Coordinators; and 3) explore pedagogy and alignment strategies to cater for learning styles, using quizzes for formative assessment, and alignment between pre and in class learning activities in the flipped environment. The research builds on and extends exploratory work carried out by team members who produced a FC Evaluation Framework (which included the FC Student Engagement Questionnaire) to include an additional 16 courses, nine USC Course Coordinators, and six program areas. The presentation will include: • Process and impact evaluation findings of the FC on USC students’ engagement in learning • An integrative flipped classroom framework developed from USC Course Coordinators flipped practice • Examples of strategies to engage the range of student learning styles in the flipped classroom context • Guidelines for alignment between pre- and in-class learningactivities in the flipped environment, and • Examples of the use of quizzes for formative assessment in the flipped classroom context.; ;