Flipping Over: Student-Centred Learning and Assessment
DOI:
https://doi.org/10.14297/jpaap.v1i2.64Abstract
Engaging students is a difficult task faced by all academics. Student engagement can be achieved by giving ownership of their learning back to the students and by carefully aligning the assessment methodology to the students’ learning and future employability. To promote learning ownership in this case study, a group of final year students were involved in the design of the delivery (‘flipped classroom’) and assessment strategy (‘flipped assessment’) of the curriculum. Upon reflection, students noted a deep understanding of their self-selected topic by taking ownership of their learning and their ‘assessment for learning’ within the bounded learning environment. Additionally, students enhanced their soft skills and developed proficiencies appropriate for future employment and lifelong learning.
References
Barnett, R. & Coate, K. (2005). Engaging the curriculum in Higher Education. Berkshire, UK: Open University Press.
Berrett, D. (2012, 19 February). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://chronicle.com/section/Home/5/
Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75.
doi: http://dx.doi.org/10.1080/0729436990180105
Biggs, J. (2002). Aligning the curriculum to promote good learning. Constructive Alignment in Action: Imaginative Curriculum Symposium. Retrieved from http://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fwww.qub.ac.uk%2Fdirectorates%2FAcademicStudentAffairs%2FCentreforEducationalDevelopment%2FFilestoreDONOTDELETE%2FFiletoupload%2C210764%2Cen.doc
Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). “The impact of teaching strategies on intrinsic motivation”. ERIC Clearinghouse on Elementary and Early Childhood Education (p. 294). Illinois: Champaign.
Boud, D. (1989). The role of self-assessment in student grading. Assessment and Evaluation in Higher Education, 14(1), 20-30.
doi: http://dx.doi.org/10.1080/0260293890140103
Boud, D. & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4),
-413.
doi: http://dx.doi.org/10.1080/02602930600679050
Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh & D. Walker (Eds.), Reflection: Turning experience into learning (pp. 18-40). London: Kogan Page.
Bruner, J. S. (1966). On Knowing: Essays for the Left Hand. Cambridge, Massachusetts: Harvard University Press.
Cook-Sather, A. (2002). Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education. Educational Researcher, 31(4), 3-14.
doi: http://dx.doi.org/10.3102/0013189X031004003
Corgan, R., Hammer, V., Margolies, M., & Crossley, C. (2004). Making your online course successful. Business Education Forum, 58(3), 51-53.
Crouch, C. H. & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977.
doi: http://dx.doi.org/10.1119/1.1374249
Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education, 30(4), 445-454.
doi: http://dx.doi.org/10.1080/02602930500099235
Dhindsa, H. S. Kasim M. & Anderson, O. R. (2011). Constructivist-Visual Mind Map Teaching Approach and the Quality of Students’ Cognitive Structures. Journal of Science Education Technology, 20(2), 186-200.
doi: http://dx.doi.org/10.1007/s10956-010-9245-4
Dochy, F. (2009). The edumetric quality of new modes of assessment: Some issues and prospects. In Assessment, learning and judgment in higher education (pp. 1-30). Netherlands: Springer.
doi: http://dx.doi.org/10.1007/978-1-4020-8905-3_6
Dorman, J. P., Fisher, D. L. & Waldrip B. G. (2006). Learning environments, students’ perceptions of assessment, academic efficacy and attitudes to science: A LISREL analysis. In D. L. Fisher & M. S. Khine (Eds.), Contemporary approaches to research on learning environments: world views (pp. 1-28). Singapore: World Scientific.
doi: http://dx.doi.org/10.1142/9789812774651_0001
Durgahee, T. (1998). Facilitating Reflection: From a sage on stage to a guide on the side. Nurse Education Today, 18(2), 158-164.
doi: http://dx.doi.org/10.1016/S0260-6917(98)80021-X
Felder, R. & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), 43-47.
doi: http://dx.doi.org/10.1080/87567555.1996.9933425
Gibbs, G. & Simpson, C. (2004-2005). Conditions Under Which Assessment Supports Students’ Learning. Learning and Teaching in Higher Education, 1, 3-31.
Hatcher, J. A., & Bringle, R. G. (1997). Reflection: Bridging the gap between service and learning. College Teaching, 45(4), 153-158.
doi: http://dx.doi.org/10.1080/87567559709596221
Herrington, J., & Oliver, R. (2002). Designing for reflection in online courses. In A. Goody, J. Herrington & M. Northcote (Eds.), Quality conversations: Research and Development in Higher Education (pp. 313-319). Australia: HERDSA.
Hodson, D. & Hodson, J. (1998). From constructivism to social constructivism : a Vygotskian perspective on teaching and learning science. School Science Review, 79(2), 33-41.
Johnson, L., Adams, S., & Cummins, M. (2012). NMC Horizon Report: 2012 K-12 Edition (pp. 9-10). Austin, Texas: The New Media Consortium.
Jonassen, D. H. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. In D. H. Jonassen & S. M. Land (Eds.), Theoretical Foundations of Learning Environments (pp. 89-121). New Jersey: Lawrence Erlbaum Associates.
King, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching, 41(1), 30-35.
doi: http://dx.doi.org/10.1080/87567555.1993.9926781
Lubbers, C. A. (2011). An assessment of predictors of student peer evaluation of team work in the capstone campaigns course. Public Relations Review, 37(5), 492-498.
doi: http://dx.doi.org/10.1016/j.pubrev.2011.09.013
McClure, J. R., Sonak, B., & Suen, H. K. (1999). Concept Map Assessment of Classroom Learning: Reliability, Validity, and Logistical Practicality. Journal of Research in Science Teaching, 36(1), 475-492.
doi: http://dx.doi.org/10.1002/(SICI)1098-2736(199904)36:4<475::AID-TEA5>3.0.CO;2-O
Meyer, E. & Land, R. (Eds.) (2006). Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge. London: Routledge.
Neary, M. & Winn, J. (2009). The student as producer: Reinventing the student experience in higher education. In M. Neary, H. Stevenson, & L. Bell (Eds.), The Future of Higher Education: Policy, Pedagogy and the Student Experience Continuum pp. 126-138.
Noonan, P. (2011). Using Concept Maps in Perioperative Education. Association of periOperative Registered Nurses Journal, 94(5), 469-478.
O’Rourke, R. (1998). The learning journal: From chaos to coherence. Assessment and Evaluation in Higher Education, 23(4), 403-413.
Pedersen, S. & Liu, M. (2003). Teachers’ Beliefs about Issues in the Implementation of a Student-Centered Learning Environment. Educational Technology Research and Development, 51(2), 57-76.
doi: http://dx.doi.org/10.1007/BF02504526
Ruiz-Primo, M. A. (2004). Examining concept maps as an assessment tool. In A. J. Cañas, J. D. Novak, F. M. González (Eds.). Proceedings of the First International Conference on Concept Mapping: Concept Maps: Theory, Methodology, Technology. Pamplona, Spain.
Rundquist, A. (2012). What is the Best Use of Class Time? Exploring the Issues of the Flipped Classroom. In Proceedings of the 2012 Physics Teacher Education Coalition Conference: New Paradigms for Physics Teacher Education, Ontario, California, USA.
Ryan B.J. (2011). Empowering student learning through knowledge ‘production’. In Proceedings from 4th Annual Learning Innovation Concept Conference, Dublin, Ireland.
Scharle, A. & Szabo, A. (2000). Learner Autonomy: A Guide to Developing Learner Responsibility. Cambridge: Cambridge University Press.
Smith, B. L. & MacGregor, J. T. (1992). What is collaborative learning? In A. Goodsell, M. Maher., V. Tinto, B. L. Smith, & J. T. MacGregor (Eds.), Collaborative Learning: A Sourcebook for Higher Education (pp. 2-22). USA: Pennsylvania State University, National center on postsecondary teaching, learning, and assessment publishing.
Smith, G. & Yates, P. (2011). Team role theory in higher education. Training Journal, May, 54-57.
Springer L., Stanne, M. E. & Donovan, S. S. (1999). Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis. Review of Educational Research, 69, 21-51.
doi: http://dx.doi.org/10.3102/00346543069001021
Stone, B. B. (2012). Flip Your Classroom to Increase Active Learning and Student Engagement. In Proceedings from 28th Annual Conference on Distance Teaching & Learning, Madison, Wisconsin, USA.
Strauss, A. L. & Corbin, J. (1990). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousands Oaks, CA: Sage.
Thomas, D. & Seely Brown, J. (2011). A tale of two cultures. In Douglas Thomas & John Seely Brown (Eds.) A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (pp. 34-39). Kentucky: CreateSpace Publishers.
Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
