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Yvonne Davila
University of Technology Sydney
@whydee13

Elaine Huber
University of Technology Sydney
@enm181

Jorge Reyna
University of Technology Sydney

Peter Meier
University of Technology Sydney

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Monday 4 December,  1.30pm – 1.50pm
Stream 2
Room R113

Abstract

Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students’ interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning.

About the authors

Yvonne Davila

Dr Yvonne Davila is a Lecturer in Higher Education Learning Design in the Faculty of Science at the University of Technology Sydney. Yvonne collaborates with academics to develop curricula that motivate and enhance student learning of key scientific concepts and skills. Her work focuses on how best to use blended learning innovations to support science students in higher education, particularly in their first year of university. Yvonne has led FYE and T&L projects and is a long-term member of the UTS First Year Experience Strategy team. In 2016 Yvonne was awarded a UTS Teaching and Learning Award for her work on developing and supporting academic and professional communication skills in first year Science through an embedded, student-centred, flipped learning approach.

Elaine Huber

Elaine Huber works at the University of Technology Sydney, Australia. She is a senior lecturer in Higher Education Learning Design and works with academics in the Faculty of Science to help them innovate their teaching curriculum. She has a passion for integrating technologies through blended approaches such as the flipped classroom. Elaine is also investigating the praxis of evaluating small-scale learning and teaching projects in higher education for her PhD in Education.

Jorge Reyna

Jorge Reyna is a Lecturer in Higher Education Learning Design in the Faculty of Science at UTS. Jorge is focused on using digital media as an assessment tool to foster deep learning and digital media literacy. Additionally, his area of interest includes flipped classrooms, development of desktop recording lectures that are interactive and engaging for students and inclusive design applied to online learning.

Peter Meier

Associate Professor Peter Meier is the Associate Dean (Teaching and Learning) in the Faculty of Science, UTS. Peter has over 20 years of academic experience including subject coordination, program directorship and leadership roles at Faculty level. Peter has overseen the Faculty wide curriculum review whereby all Science subjects were redesigned to align with the university’s learning.futures initiative. Most recently, Peter led the UTS chapter of the ‘WIL in Science: Leadership for WIL’ Lighthouse Project, which developed an integrated Faculty strategy to extend work-integrated learning (WIL) activities in science and related degrees through curriculum renewal, scaling and development of individual placement programs.