To Flip Or Not To Flip? Reflecting On PALPable Outcomes Of Flipping The Classroom During The Pandemic

Abstract

The word “pivot” became the teeth-grinding buzzword of 2020 for academics. The first half of 2020 was fueled by adrenalin, requiring educators to frantically search for new approaches, techniques, and tricks that might work, grabbing at each possible straw, in order to ensure that learning outcomes were achieved despite the largely unknown and unpredictable circumstances. Everyone, especially innovators and early-adopters, performed at their best, hoping that the emergency teaching that was required was only short-term. However, by mid-2020, it had become apparent that these challenges were ongoing – perspectives did not become any clearer, Zoom fatigue became obvious, and academics were scared to even think about the next semester. At the University of Sydney, the partial return to the physical classroom in September 2020, added an additional layer of complexity, as educators now needed to plan for both online and face-to-face classes, and find engaging class activities that would work effectively in both formats. In this multimedia publication, we conducted a multidimensional reflective analysis on flipping the classroom when teaching and learning Organisational Communication at the University of Sydney Business School (145 students: 3 online + 2 face-to-face classes across 12 weeks). Staying true to the transparency of the “students as partners” approach, this publication is co-created (co-authored) together with students. It draws on the results of student surveys and students setting the priorities among the pre-defined learning outcomes, weekly goal-setting and self-reflection via Personal Action Learning Portals (PALP) created in Student Relationship Engagement System (SRES). Creative video interviews increase student voice and provide their interpretation of student survey questions.