Sunday, March 13, 2016

Acceptance: New kid in class: Qualitative research into flipped learning

I’m delighted with the news, received yesterday, that my New kid in class: Qualitative research into flipped learning in a higher education context paper has been accepted for BERA (British Educational Research Association). The BERA conference is in Leeds, in September 13-15, 2016. It is just after two other conferences I am hoping to present at. More importantly, it is a chance to take my research on flipped learning, which I undertook in 2014, as part of teaching Christology, into a context that is both international and educational.

christologyclass

It is important to research the impact on learners when we make changes, hence why I did the initial research. It is one thing to present that research to theologians (I have presented at ANZATS in 2015). It’s another to present that research to educators, to slip out of my discipline and engage with another. So I’m delighted that my paper was accepted and look forward, with some nervousness, to the opportunity to engage.

Here is the abstract:

New kid in class: Qualitative research into flipped learning in a higher education context

Flipped learning, like any new kid in town, finds itself undergoing careful scrutiny. A Review of Flipped Learning (2013) identified the need for further qualitative research, including its potential to engage diverse learners across cultures and subgroups. This paper investigates the impact on learners when flipped learning is introduced into a higher education undergraduate theology topic. Traditionally, theology has privileged Western discourse. Can flipped learning be a useful ally in encouraging globalisation and personalisation?

A 2014 Flinders University Community of Practice research project implemented three pedagogical strategies. These included the introduction of indigenous voices to encourage personalised learning, the use of Blooms Taxonomy to scaffold activities in-class time and digital participation to cultivate the learning culture. These addressed all four pillars (Flexible Environment, Learning Culture, Intentional content, Professional educator) of flipped learning (The Four Pillars of F-L-I-P™, (2014)).

Students completed a four question written survey at the start, middle and end of the topic. The results indicated a significant shift. Students had moved from an initial appreciation of content, to a consideration of how they learn from the diversity inherent among their peers. Students perceived that the changes had enhanced their ability to communicate effectively and expressed a preference for choice, collaboration and diversity. However, feedback from Student Evaluation of Teaching responses, assignments and interaction with students was mixed. While overall people affirmed flipped learning, some expressed a desire to return to traditional lecture modes.

This data can be theorised using the notion of learning as a social act, shaped by learner agency. Preston (“Braided Learning,” 2008) observed that students fill different roles in an on-line learning community. Some act as e-facilitators, others as braiders or accomplished fellows. Each of these roles depend on agency being given to, and received by, fellow learners. Student assignments demonstrated that these roles were present during in class-time and further, that the pedagogical strategies implemented were essential in inviting students into these roles. In contrast, students who expressed concern about flipped learning indicated either a desire to preserve the percieved purity of an objective academic experience or a reluctance to trust student agency.

This suggests that the success of flipped learning depends not on the technological ability to produce videos. Rather it depends on pedagagical strategies, including those that help learners appreciate agency in their peers. In sum, the desire to learn from any new kid in the class remains at the core of the educative experience.

- Dr Steve Taylor, Vice Chancellor’s Awards for Excellence in Teaching, Flinders University, South Australia

Posted by steve at 04:08 PM

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