Perceptions of a 'flipped classroom' approach to teaching and learning: a case study

Boulton, H ORCID: https://orcid.org/0000-0003-4671-0182, 2014. Perceptions of a 'flipped classroom' approach to teaching and learning: a case study. In: Kwan, A, Wong, E, Kwong, T, Lau, P and Goody, A, eds., Research Development in Higher Education: Higher Education in a Globalized World - Refereed papers from the 37th HERDSA Annual International Conference, Hong Kong, China, 7-10 July 2014. Milperra, N.S.W., Australia: Higher Education Research and Development Society of Australasia (HERDSA), pp. 61-70. ISBN 9780908557967

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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:	Chapter in book
Creators:	Boulton, H.
Publisher:	Higher Education Research and Development Society of Australasia (HERDSA)
Place of Publication:	Milperra, N.S.W., Australia
Date:	2014
Volume:	37
ISBN:	9780908557967
Divisions:	Schools > School of Education
Record created by:	Jonathan Gallacher
Date Added:	05 Feb 2018 10:21
Last Modified:	05 Feb 2018 10:21
URI:	https://irep.ntu.ac.uk/id/eprint/32620

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