Open AccessAn analysis of using flipped learning in Higher Education: ‘How flipping difficult can it be?’
Author(s) -
Gareth Bramley
Publication year - 2016
Language(s) - English
Resource type - Conference proceedings
DOI - 10.4995/head16.2016.2530
Subject(s) - flipped classroom , context (archaeology) , computer science , curriculum , subject matter , consistency (knowledge bases) , flipped learning , mathematics education , key (lock) , focus (optics) , pedagogy , psychology , artificial intelligence , optics , paleontology , physics , computer security , biology
This paper aims to provide a critical analysis of using flipped learning as a teaching method in Higher Education.A study of using filpped learning was carried out within the context of a module on the undergraduate law degree programme at the University of Sheffield.Prior to the study, flipped hearing had not been attempted on an undergraduate law module at the University.Sutdents undertaking the module were asked to complete a survey, and quantative comments were collated. These results will be presented and analysed in this paper. This paper also draws on academic literature to compare perspectives of incorporating this method of teaching into the HE curriculum.This paper summarises the reasons for carrying out the study, together with the key findings from this study. The key conclusions of the paper focus primarily on the benefits of incorporating flipped learning into teaching - with the central benefits being deeper learning for students, and increased engagement in the subject matter. The paper also comments on some of the challenges of this teaching method - the central challenges being the need for consistency and clear signposting, together with a large investment of time by staff in implementing such a teaching method.