Using the affordance of technology to adjust the design of a flipped learning pedagogy to address the needs of students with complex learning needs

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Research and Development in Higher Education: Higher Education in a Globalized World Vol. 37

July, 2014, 352 pages
Published by
A. Kwan, E. Wong, T. Kwong, P. Lau & A. Goody
ISBN
978-0-908557-96-7
Abstract 

Flipped learning pedagogy assumes that students can attend class for rich human- interactive learning experiences. However, student engagement is an important factor in successful studies, and students who cannot engage in the on-campus experience need to be considered. This paper reports on the redesign of a large first year unit in an on- campus learning institution to ensure engagement and participation in online and in-class learning and assessment activity, and specifically accommodate the needs of students who for reasons of location or learning difficulties may be unable to fully participate in a flipped learning approach and its assumptions of online and rich face-to-face learning activities. The three phases of this project were: to evaluate the current flipped learning approach to improve the quality for all learners, to interview staff and students as representatives of these non-standard students, and to propose pedagogical adjustments that would promote engaged and participatory learning for all students.

Keywords: flipped learning; student engagement; learning design 

Using the affordance of technology to adjust the design of a flipped learning pedagogy to address the needs of students with complex learning needs

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Johnston, S. & Jarvis, W.