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dc.contributor.authorSimmons, Margaret
dc.contributor.authorColville, Deb
dc.contributor.authorBullock, Shane
dc.contributor.authorWillems, Julie
dc.contributor.authorMacado, Michelle
dc.contributor.authorMcArdle, Adelle
dc.contributor.authorTare, Marianne
dc.contributor.authorKelly, Jayden
dc.contributor.authorTaher, Mohammad Ali
dc.contributor.authorMiddleton, Sallyann
dc.date.accessioned2020-07-16T18:43:11Z
dc.date.available2020-07-16T18:43:11Z
dc.date.created2020-07-14 23:33
dc.date.issued2020-06-26
dc.identifieroai:ojs.ascilite.org.au:article/5600
dc.identifierhttps://ajet.org.au/index.php/AJET/article/view/5600
dc.identifier10.14742/ajet.5600
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3954844
dc.description.abstractFlipped learning has become a popular blended learning approach in higher education and is now being adopted in medical schools across Australia and internationally. There are a number of principal educational justifications for the introduction of this approach, primarily, that it fosters deeper student learning through active engagement in the classroom. As a pedagogical intervention however, what do the various stakeholders think about its introduction? This paper explores reactions to implementation of a flipped learning approach to pre-clinical medical education in a regional Victorian medical course, via a mixed method approach. A range of quantitative and qualitative data was collected concerning the implementation, including a student survey, student focus groups, a staff survey for both academic and professional staff members involved in the implementation of the approach, and an independent student-driven social media questionnaire conducted in the second year post implementation survey. These data provide critical feedback for refinement of the flipped learning approach, including more robust student and faculty development and support during implementation of this pedagogy. Taken together, our results provide a unique perspective of the introduction of the flipped approach through different stakeholder lenses, and over time.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherASCILITE
dc.relation.ispartofhttps://ajet.org.au/index.php/AJET/article/view/5600/1651
dc.rightsCopyright (c) 2020 Margaret Simmons, Deb Colville, Shane Bullock, Julie Willems, Michelle Machado, Adelle McArdle, Marianne Tare, Jayden Kelly, Mohammad Ali Taher, Sallyann Middleton, Marion Shuttleworth, David Reser
dc.sourceAustralasian Journal of Educational Technology; Vol. 36 No. 3 (2020): AJET; 163-175
dc.subjectflipped learning
dc.subjectmedical education
dc.subjectstudent experiences
dc.subjectevaluation
dc.subjectchange management
dc.subjectacademic development
dc.titleIntroducing the flip: A mixed method approach to gauge student and staff perceptions on the introduction of flipped pedagogy in pre-clinical medical education
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode1449-5554
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:16782250
ge.lastmodificationdate2020-07-14 23:33
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid150303
ge.oai.repositoryid102036
ge.oai.setnameArticles
ge.oai.setspecAJET:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttps://ajet.org.au/index.php/AJET/article/view/5600


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