Treading water or developing understanding?

Research output: Contribution to conferencePoster

Abstract

Over the past three decades we have been teaching human bioscience to allied health cohorts using a traditional didactic approach that is content heavy. Despite having consistently excellent SETUs and positive feedback from students, it was difficult to engage students in their learning. With an ever changing student cohort, technological advances and altered student expectations, we embarked upon the design of two new units, using the flipped pedagogical approach. Therefore, in 2016, we flipped our classroom.
In flipping our classroom, we eliminated the didactic delivery of content via lectures enabling us to increase our small-group face-to-face time. Content, in the form of text and videos, was made available to students via our learning management system (Moodle), allowing us to better utilise the face-to-face time for higher level thinking in small group classes. Students were engineered into semester-long groups to promote collaborative learning. Our face-to-face classes consisted of 4 hours of collaborative student-centred learning focussed towards extending, applying and consolidating understanding of the online material.
To evaluate the effectiveness of our approach, we surveyed the students prior to the academic year and at the end of each semester. Additionally, students were asked to complete regular reflective journals and participate in focus group discussions. The data generated from this analysis indicates that although students were resistant to the flipped approach initially, they quickly realised the improved learning opportunities and, by the end of two semesters, became strong advocates for this style of learning.
Original languageEnglish
Number of pages1
Publication statusPublished - Nov 2016
EventMonash Education Academy Unit Enhancement Symposium -
Duration: 30 Nov 201630 Nov 2016

Conference

ConferenceMonash Education Academy Unit Enhancement Symposium
Period30/11/1630/11/16

Cite this

Flecknoe, S., Davies, A., & Carroll, K. (2016). Treading water or developing understanding?. Poster session presented at Monash Education Academy Unit Enhancement Symposium, .