‘Flipping’ the Postgraduate Classroom: supporting the student experience
| dc.contributor.author | Smith, Sara | |
| dc.contributor.author | Brown, Donna | |
| dc.contributor.author | Purnell, Emma | |
| dc.contributor.author | Martin, Jan | |
| dc.date.accessioned | 2016-10-17T15:03:46Z | |
| dc.date.available | 2016-10-17T15:03:46Z | |
| dc.date.issued | 2014-11 | |
| dc.identifier.citation | In: Global Innovation of Teaching and Learning in Higher Education. Transgressing Boundaries. Eds Layne, P. and Lake, P. Series: Professional Learning and Development in Schools and Higher Education, Vol. 11 . ISBN: 978-3-319-10481-2 | |
| dc.identifier.isbn | 9783319104812 | |
| dc.identifier.uri | http://hdl.handle.net/2436/620215 | |
| dc.description.abstract | An enquiry was undertaken to evaluate whether the concept of ‘flipping the classroom’ to support the delivery of more specialised modules could be utilised at a postgraduate level. The fundamental idea behind this approach is that more time is dedicated to active learning with tutor support and feedback being provided for the students. A set of lectures was developed for the post-graduate module in Diagnostic Cellular Pathology using a lecture capture system. Evaluation of the ‘flipped classroom’ and traditional lecture sessions was undertaken, looking at their perceptions of each mode of delivery within the module; in particular focusing upon whether ‘flipping’ enabled students from a range of backgrounds and abilities to take a more active part within lecture sessions.. Using tutor contact time to support their application of knowledge to problems and case studies within the workshops allowed them to develop a greater depth of understanding of each topic covered and address any areas of concern. Further in-depth analysis shed light upon student engagement within the module and motivation to undertake further reading to ‘deepen’ knowledge within specific topics, and overall performance of the module. | |
| dc.description.sponsorship | Pathological Society | |
| dc.language.iso | en | |
| dc.publisher | Springer Publishing | |
| dc.relation.url | http://link.springer.com/chapter/10.1007/978-3-319-10482-9_18 | |
| dc.subject | Flipping | |
| dc.subject | Postgraduate | |
| dc.subject | Student experience | |
| dc.subject | Lecture capture | |
| dc.title | ‘Flipping’ the Postgraduate Classroom: supporting the student experience | |
| dc.type | Chapter in book | |
| html.description.abstract | An enquiry was undertaken to evaluate whether the concept of ‘flipping the classroom’ to support the delivery of more specialised modules could be utilised at a postgraduate level. The fundamental idea behind this approach is that more time is dedicated to active learning with tutor support and feedback being provided for the students. A set of lectures was developed for the post-graduate module in Diagnostic Cellular Pathology using a lecture capture system. Evaluation of the ‘flipped classroom’ and traditional lecture sessions was undertaken, looking at their perceptions of each mode of delivery within the module; in particular focusing upon whether ‘flipping’ enabled students from a range of backgrounds and abilities to take a more active part within lecture sessions.. Using tutor contact time to support their application of knowledge to problems and case studies within the workshops allowed them to develop a greater depth of understanding of each topic covered and address any areas of concern. Further in-depth analysis shed light upon student engagement within the module and motivation to undertake further reading to ‘deepen’ knowledge within specific topics, and overall performance of the module. |