Supporting teachers in becoming digitally wise: how can CPD support teachers?

Boulton, H. ORCID: 0000-0003-4671-0182, 2014. Supporting teachers in becoming digitally wise: how can CPD support teachers? Research and Development in Higher Education: Higher Education in a Globalized World, 37, pp. 61-70. ISSN 1441 001X

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Abstract

This paper reports the findings of a research inquiry into undergraduate student and teacher perceptions of a flipped classroom experience in the School of Education at Nottingham Trent University, United Kingdom. The purpose of the research was to identify whether this approach to learning, resulting in new pedagogy, is a positive experience for students and staff. The methodology used in this study was primarily questionnaires, observations and interviews. The findings indicate that although respondents (n=90) benefited from this approach and new pedagogy, particularly the collaborative learning environment and more individual experience of leaning, there are emerging challenges such as resourcing, support for tutors and transitioning students. This paper provides new knowledge relating to introducing flipped learning into Higher Education.

Item Type: Journal article
Description: Refeered paper from the HERDSA Annual International Conference, Hong Kong Baptist University, Hong Kong, China, 7-10 July 2014
Publication Title: Research and Development in Higher Education: Higher Education in a Globalized World
Creators: Boulton, H.
Publisher: Higher Education Research and Development Society of Australasia (HERDSA)
Date: 2014
Volume: 37
ISSN: 1441 001X
Divisions: Schools > School of Education
Depositing User: Linda Sullivan
Date Added: 13 Nov 2015 15:32
Last Modified: 09 Jun 2017 13:57
URI: http://irep.ntu.ac.uk/id/eprint/26326

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