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Title:
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HOW TO FLIP A CLASSROOM AND IMPROVE STUDENT LEARNING AND ENGAGEMENT: THE CASE OF PSYC1030 |
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Author(s):
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Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris |
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ISBN:
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978-989-8533-68-5 |
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Editors:
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Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2017 |
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Edition:
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Single |
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Keywords:
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Flipped classroom, MOOCs, active learning, higher education |
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Type:
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Full Paper |
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First Page:
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60 |
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Last Page:
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69 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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The flipped classrooms pervasiveness in different educational contexts derives from the growing need to focus on student-centered and active learning approaches. The fact that the flipped classroom allocates the lecture delivery to the outside of the classroom endows teachers with the possibility of using the in-class time to develop active learning tasks. At the same time, since students gain insight of the learning material prior to attending the class, they are more prepared to actively engage with the resources and their peers inside the classroom. This paper presents a project developed by the School of Psychology from the University of Queensland in Australia that consisted in flipping a course, PSYC1030, and creating a series of four MOOCs. The students evaluation of the experience was measured via a survey and showed that, in general, they found the outcomes to be positive, namely at the level of the assessment, collaboration, interaction and their understanding of the material. |
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