Post on 15-Aug-2020
From Concept to Practice: helping teachers to create effective flipped classroomsCatherine Snelling, Sophie Karanicolas and Tracey Winning, School of Dentistry, University of Adelaide, Australia
References:
1. Findlay-Thompson, S. and Mombourquette, P. (2014) “Evaluation of a flipped classroom in an undergraduate business course”. Business Education &
Accreditation, 6(1), pp.63-71; 2.Berrett, D. (2012). “How ‘flipping ’the classroom can improve the traditional lecture”, The Chronicle of Higher Education, Vol
12, pp. 1-14; 3. Bergmann, J. and Sams, A., (2012) “Before you flip, consider this”, Phi Delta Kappan, 94(2), pp.25-25: 4. Chickering, A.W. and Gamson,
Z.F., (1987) Seven principles for good practice in undergraduate education. AAHE bulletin, 3, p.7; 5. Fullan M. and Scott, G. (2009) Turnaround leadership
for higher education. John Wiley & Sons; 6. Dede, C., Ketelhut, D.J., Whitehouse, P., Breit, L. and McCloskey, E. (2008) A research agenda for online
teacher professional development. Journal of teacher education.
The ProjectThe flipped classroom is a well established part of eLearning
pedagogy. The literature suggests that teachers are willing to
implement this approach, but lack confidence and ‘know how’
to translate the flipped learning concept into practice.(1,2,3)
Our project (funded by Australian Office for Learning and
Teaching) aims to:
• build the capacity of teachers to confidently use a flipped
learning approach in their classes
• nurture flipped classroom champions across the
Australasian higher education sector
• develop an evidence-based and scholarly approach to
flipped the classroom to enhance the student experience.
The ApproachOver the course of the project (Feb 15-Dec 16) we plan to:
• conduct over 20 professional development workshops and
for approximately 350 university teachers from a range of
disciplines across Australia and New Zealand
• use a modelling approach in our ‘flipped ‘workshop design, a
strategy consistently advocated for developing both face-to-
face and online teaching skills(4, 5, 6) and involves:
• a pre-workshop activity to be undertaken by participants
with an online submission a few days before the workshop
• a face-to-face discussion on the outcomes of the pre-
activity during the workshop
• consolidation and application of the concepts from the pre-
activity in workshop activities
• construct an interactive flipped classroom website
http://www.adelaide.edu.au/teaching-projects/flipped-
classroom/ for access and sharing of flipped resources.
Early Outcomes of the WorkshopsTeacher preparedness and confidence is being evaluated
through both post-workshop and follow up surveys.
This data will be correlated with levels of engagement,
motivation and progress in their students – who will be
surveyed after undertaking the resulting flipped activities.
Data from post-workshop surveys from 10 Flipped
Classroom Workshops run by the project team between
May 2015-April 2016 is presented in table 1.
Participant responses indicate they felt an increased
capacity to design flipped learning activities, and that
participating in the workshop had helped them to prepare to
flip one of more of their classes in the following semester.
La Trobe University, Australia, Nov 2015
Future PlansFurther workshops and a National Flipped Symposium are
planned for remainder of the project to continue to develop
peer-reviewed flipping approaches and progress the
nurturing of champions across the Australasian sector.
Flipped Classroom Project website
Developing champions: Flipped Think Tank workshop, Adelaide May 2016
Uni Melbourne May 2015, Western Sydney Uni, April 2016 and Auckland University of Technology, Dec 2015