Flipping and still learning

experiences of a flipped classroom approach for a third-year undergraduate human geography course

Marnie Graham, Jessica McLean*, Alexander Read, Sandie Suchet-Pearson, Venessa Viner

*Corresponding author for this work

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.

Original languageEnglish
Pages (from-to)403-417
Number of pages15
JournalJournal of Geography in Higher Education
Volume41
Issue number3
DOIs
Publication statusPublished - 2017

Keywords

  • blended learning
  • Flipped classroom
  • geography
  • Indigenous
  • online

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