Timing is flipping everything: Is student engagement through the flipped classroom dependent on the year of study it is introduced? A case study in Law
The use of the Flipped Classroom (Bergmann & Sams, 2012, Upchurch, 2013, Flipped Learning Network, 2014) in Higher Education is an exciting development for teaching. The opportunity offered by the flipped classroom, to adapt the traditional large group lecture and home study elements of a course, can lead to a more effective interactive learning environment. First -hand personal experience has confirmed the pedagogic theory: students engage in the subject matter through actively applying their understanding of the knowledge they have constructed. In the process they often surprise themselves with how much they actually know. Whilst the benefits and challenges posed by this pedagogic approach have been highlighted previously (Simmons and Swan, 2015, Stripe and Carrier, 2015), there remains an unanswered question, could engagement with the flipped classroom be dependent on the year of study it was introduced? It is possible to suggest that it does.
Alias, N A. ‘Incorporating Cultural Components into the Design of an Affective Support Tool for the Malaysian Online Distance Learners’ in Edmundson, A (2011) Cases on Globalized and Culturally appropriate e-learning. Pennsylvania: IGI Global
Bergmann J and Sams A (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education
Biggs J and Moore P (1993) The Process of Learning, New York: Prentice -Hall
Bligh D (2000b) What’s the use of lecture’s? Exeter: Intellect Press
Bonwell, C.C., and J. A. Elson, (1991) “Active Learning: Creating Excitement in the Classroom,” ASHEERIC Higher Education Report No. 1, George Washington University, Washington, DC.
Burgan M, (2006) ‘In Defense of lecturing’, Change 30-4
Chickering A. W, & Gamson Z.F (1987) Seven Principles for Good Practice, AAHE Bulletin, 39(7) 3-7
Conceição S.C.O (2007) ‘Understanding the environment for online teaching’ New Directions for Adult and Continuing Education, 113: 5-11
Davis L, Neary MA, Vaughn S, (2013) Teaching Advanced Legal Research in a Flipped Classroom, Perspectives: Teaching Legal Research and Writing 22, no1, 13-19
Entwistle N (2005) ‘Contrasting perspectives in learning’, in F. Marton et al, The Experience of Learning Edinburgh: Scottish Academic Press
Entwistle NJ and Ramsden P (1983), Understanding Student Learning, London: Croom Helm
Flipped Learning Network (FLN) (2014) The Four Pillars of F-L-I-P. Available at http://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf (Accessed 11 October 2016)
Race, P (2010) Making Learning Happen. London: Sage
Ramsden, P, (2004) Learning to Teach in Higher Education, London: Routledge
Ramsden P and Dodds A (1989) Improving Teaching and Courses: A Guide to Evaluation, University of Melbourne, Melbourne
Stuart J and Rutherford R (1978) Medical student concentration during lectures. The Lancet, 2:514-516
Stripe, K. and Carrier, L. (2015) ‘Is Flipped Learning, a challenge and opportunity or a necessity? Presented to Academic Practice in Technology Conference 2015‘Flipping the Institution: Higher Education in the Post Digital Age.’ 07.07.2015
Swan Z, Simmons T, ‘Exploring and sharing practical experience of flipped learning’ Presented to Academic Practice in Technology Conference 2015‘Flipping the Institution: Higher Education in the Post Digital Age.’ 07.07.2015
Upchurch, A. Optimizing the Law School Classroom through the ‘Flipped’ Classroom Model. The Law Teacher (Fall 2013).
Varnava T and Webb, J. ‘Key aspects of teaching and learning’ in
Fry, H. Ketteridge S. Marsham S. (2009) A Handbook for Teaching and Learning in Higher Education, Enhancing Academic Practice, 3rd Ed, London: Routledge
Wolff L-C and Chan J. (2016) Flipped Classrooms for Legal Education (1st Edition) Springer: Singapore
- There are currently no refbacks.