Flipped classroom: a student experience

Authors

  • Fon Yan Li University of Greenwich
  • Gemma Boden University of Greenwich

DOI:

https://doi.org/10.21100/compass.v11i1.704

Keywords:

Flipped Classroom, Flipped Learning, Engagement, Technology, Paramedic

Abstract

This is an opinion piece from a paramedic student who was introducted to the concept of flipped classroom.  Hacing previously studied at higher education, this was a new way of learning and required an element of pre-learning and enhanced engagement.  This is written from the student's view-point, touching on the positives and negatives of her experience, as well as introducing the model of flipped learning.

Author Biographies

Fon Yan Li, University of Greenwich

Before studying paramedic science, Yan had completed a degree in Illustration and was a freelance artist. Although she enjoyed it, she did not find it fulfilling. After working as an Ambulance Care Assistant, she decided that she wanted to become a paramedic. Areas of interest include ethical and social aspects

Gemma Boden, University of Greenwich

Gemma has been a Paramedic for 9 years and works within the Adult Nursing & Paramedic Science Department at University of Greenwich.  Prior to this position, Gemma had worked in the London Ambulance Service, primarily as a solo fast responder and Team Leader.  Her specialist topic is Enhanced Patient Assessment and is interested in collaboratin technology with teaching methods.

References

Bergmann, J. and Sams, A. (2014) Flipped Learning: Gateway to Student Engagement. 1st edn. United States of America: International Society for Technology in Education.

Chyr, W. L., Shen, P. D., Chiang, Y. C., Lin, J. B. and Tsia, C. W. (2017) ‘Exploring the Effects of Online Academic Help-Seeking and Flipped Learning on Improving Students Learning.’ Educational Technology & Society, 20(3), 11–23.

Cubric, M., Barton, K. & Lilley, M. (ed.), Proceedings of 14th European Conference on e-Learning. Reading, UK: Academic Conferences Publishing 41-49.

Flipped Learning Network (2014) Definition of Flipped Learning. Available at: https://flippedlearning.org/definition-of-flipped-learning/ (Accessed: 20 January 2018).

Kumah, C. H. (2015) ‘A Comparative Study of use of the Library and the Internet as Sources of Information by Graduate Students in the University Of Ghana.’ Library Philosophy and Practice (e-journal) 1298. Available at: http://digitalcommons.unl.edu/libphilprac/1298/ (Accessed 2 October 2017).

Sickle, J. V. (2016) ‘Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom.’ Journal of the Scholarship of Teaching and Learning, 16(2), 29-38.

Ullman, E. (2013) ‘Tips to Help You Flip Your Classroom.’ Education Update, 55(2), 3-5.

Yamashitaa, K. and Yasueda, H. (2017) ‘Project-based learning in out-of-class activities: flipped learning based on communities created in real and virtual spaces.’ Procedia Computer Science, 112(2017), 1044–1053.

Yildirim, G. (2017) ‘A New Learning Approach: Flipped Classroom and Its Impacts.’ Acta Didactica Napocensia, 10(2), 31-44.

Zainuddin, Z. and Halili, S. H. (2016) ‘Flipped Classroom Research and Trends from Different Fields of Study.’ International Review of Research in Open and Distributed Learning, 17(3), 313-341.

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Published

04/24/2018

Issue

Vol. 11 No. 1 (2018): Compass: Journal of Learning and Teaching

Section

Opinion Pieces

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