‘Flipping’ the Postgraduate Classroom: supporting the student experience
Smith, Sara Brown, Donna Purnell, Emma Martin, Jan
Smith, Sara
Brown, Donna
Purnell, Emma
Martin, Jan
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2014-11
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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.
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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
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en
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9783319104812
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Pathological Society