Abstract
An enquiry was undertaken to evaluate whether the concept of ‘flipping the classroom’ to support the delivery of more specialised modules could be utilised at a postgraduate level. The fundamental idea behind this approach is that more time is dedicated to active learning with tutor support and feedback being provided for the students. A set of lectures was developed for the post-graduate module in Diagnostic Cellular Pathology using a lecture capture system. Evaluation of the ‘flipped classroom’ and traditional lecture sessions was undertaken, looking at their perceptions of each mode of delivery within the module; in particular focusing upon whether ‘flipping’ enabled students from a range of backgrounds and abilities to take a more active part within lecture sessions.. Using tutor contact time to support their application of knowledge to problems and case studies within the workshops allowed them to develop a greater depth of understanding of each topic covered and address any areas of concern. Further in-depth analysis shed light upon student engagement within the module and motivation to undertake further reading to ‘deepen’ knowledge within specific topics, and overall performance of the module.
Keywords
- Flipped classroom
- Diagnostic cellular pathology
- Postgraduate classroom
This is a preview of subscription content, access via your institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Armbruster P, Patel M, Johnson E, Weiss M. Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology CBE. Life Sci. Educ. 2009;8:203–13.
Ayers P. Using subjective measures to detect variations of intrinsic cognitive load within problems. Learn Instr. 2006;16(5):389–400.
Bates S, Galloway R. The inverted classroom in a large enrolment introductory physics course: a case study. 2012. HEA STEM. http://www.heacademy.ac.uk/assets/documents/stem-conference/PhysicalSciences/Simon_Bates_Ross_Galloway.pdf. Accessed 9 June 2013.
Bergmann J, Sams A. Flip your classroom: reach every student in every class every day. USA: International Society for Technology in Education; 2012.
Biggs J. Assessing learning quality: reconciling institutional, staff and educational demands. Assess Eval High Educ. 1996a;21(1):5–15.
Biggs J. Enhancing teaching through constructive alignment. High Educ. 1996b;32:347–64.
Biggs J. Teaching for quality learning at university. 2nd edn. UK: Open University Press; 2007.
Charmaz K. A constrcutivist grounded theory analysis of losing and regaining a valued self. In: Wertz F, Charmaz K, McMullen L, Josselson R, Anderson R, McSpadden E, editors. Five ways of doing qualitative analysis. New York: The Guildford Press; 2011.
Cousin G. Researching learning in higher education: an introduction to contemporary methods and approaches. New York: Routledge Taylor & Francis Group; 2009.
Heron J, Reason P. The practice of co-operative inquiry: research with rather than on people. In: Reason P, Bradbury H, editors. Handbook of action research: participative inquiry and practice. London: Sage; 2001.
IBMS Criteria and Requirements for the Accreditation and Re-accreditation of MSc degrees in Biomedical Science. IBMS Professional Standards. http://www.ibms.org/go/qualifications/ibms-courses/accreditation. 2010. Accessed 5 June 2013.
Kanuka H. Deliberative inquiry. In: Savin-Baden M, Howell Major C, editors. New approaches to qualitative research: wisdom and uncertainty. London: Routledge Taylor & Francis Group; 2010.
Lage M, Platt G, Treglia M. Inverting the classroom: a gateway to creating an inclusive learning environment. J Econ Educ. 2000;31(1):30–43.
Mayer RE. Applying the science of learning: evidence-based principles for the design of multimedia instruction. Am Psychol. 2008;63(8): 760–769.
Musallam R. The effects of using screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students (Doctoral dissertation). 2010. http://flipteaching.com/page7/index.php. Accessed 9 June 2013.
Prince M. Does active learning work? A Review of the Research. J Eng Educ. 2004;93(3):223–231.
Prober C., Heath C. Lecture halls without lectures—a proposal for medical education. N Engl J Med. 2012;366(18):1657–9.
QAA The framework for higher education qualifications in England, Wales and Northern Ireland. 2008. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf. Accessed 6 June 2013.
Race P. The lecturer’s toolkit a practical guide to assessment, learning and teaching. 3rd edn. Oxon: Routledge; 2006.
Ramsden P. Learning to teach in higher education. 2nd edn. London: Routledge Farmer, Taylor & Francis Group; 2003.
Reason P. Integrating action and reflectionthrough co-operative. Inq Manage Learn. 1999;30(2):207–26.
Sherry M, Thomas, P, Chui WH. International students: a vulnerable student population. High Educ. 2010;60(1):33–46.
Stone B. Flip your classroom to increase active learning and engagement. 2012. 28th Annual Conference on Distance Teaching and Learning, Madison, WI. http://www.uwex.edu/disted/conference/Resource_library/proceedings/56511_2012.pdf. Accessed 9 June 2013.
Zappe S, Leicht R, Messner J, Litzinger T, Woo LH. Flipping the classroom to explore active learning in a large undergraduate course proceedings, American Society for Engineering Education Annual Conference & Exhibition. Austin, TX. 2009.
Zhao C, Kuh GD. Adding value: learning communities and student engagement research in higher education. 2004;45(2):115–138
Acknowledgement
We wish to say a huge ‘thank you’ to all of the students who participated in the study.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Smith, S., Brown, D., Purnell, E., Martin, J. (2015). ‘Flipping’ the Postgraduate Classroom: Supporting the Student Experience. In: Layne, P., Lake, P. (eds) Global Innovation of Teaching and Learning in Higher Education. Professional Learning and Development in Schools and Higher Education, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-10482-9_18
Download citation
DOI: https://doi.org/10.1007/978-3-319-10482-9_18
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-10481-2
Online ISBN: 978-3-319-10482-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)