Flipped Classes: Drivers for Change, Transition and Implementation
Though not a commonplace teaching and learning model, much interest is being generated in flipped classes. The arguments given for parting ways with the traditional lecture, and moving into flipped classes, are well discussed in the literature and have been derived across a broad range of disciplines. However, transitioning both teaching staff and students into flipped learning and teaching (L&T) is an issue which has attracted less attention. Before implementing flipped classes, it is also necessary to identify the range of merits which students attach to this model as well as the challenges they associate with its implementation. These matters are the focus of two research questions addressed in the present work. After presenting an overview of the justifications used to introduce flipped L&T into an engineering thermodynamics unit, the processes used to transition students into this model and the particulars of how it was applied are presented. Feedback (qualitative) derived from a questionnaire conducted at the end of the teaching semester is also reported and used to shed light on the student perspective. The chapter adds to the evidence that changing student L&T styles needs to be addressed at the design stage if introducing flipped classes and that a transitional strategy is required to assist students in adapting to the new learning environment.
KeywordsFlipped teaching Motivation Application Survey Engineering Case study Thermodynamics
Catherine Moore (Senior Organisational Development Advisor, Centre for Learning and Development, Edith Cowan University) is gratefully acknowledged for helping my transition into flipped class teaching through providing useful insights from the literature and commentary on the questionnaires used to gauge student perceptions. Student feedback included in this study on flipped classes is covered by a university human ethics approval project: (STREAM) 11227 Flipped Models of Learning and Teaching in Thermofluids. Finally, I am thankful to students who provided feedback on the flipped class model.
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