From Concept to Practice: helping teachers to create effective flipped classroomsCatherine Snelling, Sophie Karanicolas and Tracey Winning, School of Dentistry, University of Adelaide, Australia

References:

1. Findlay-Thompson, S. and Mombourquette, P. (2014) “Evaluation of a flipped classroom in an undergraduate business course”. Business Education &

Accreditation, 6(1), pp.63-71; 2.Berrett, D. (2012). “How ‘flipping ’the classroom can improve the traditional lecture”, The Chronicle of Higher Education, Vol

12, pp. 1-14; 3. Bergmann, J. and Sams, A., (2012) “Before you flip, consider this”, Phi Delta Kappan, 94(2), pp.25-25: 4. Chickering, A.W. and Gamson,

Z.F., (1987) Seven principles for good practice in undergraduate education. AAHE bulletin, 3, p.7; 5. Fullan M. and Scott, G. (2009) Turnaround leadership

for higher education. John Wiley & Sons; 6. Dede, C., Ketelhut, D.J., Whitehouse, P., Breit, L. and McCloskey, E. (2008) A research agenda for online

teacher professional development. Journal of teacher education.

The ProjectThe flipped classroom is a well established part of eLearning

pedagogy. The literature suggests that teachers are willing to

implement this approach, but lack confidence and ‘know how’

to translate the flipped learning concept into practice.(1,2,3)

Our project (funded by Australian Office for Learning and

Teaching) aims to:

• build the capacity of teachers to confidently use a flipped

learning approach in their classes

• nurture flipped classroom champions across the

Australasian higher education sector

• develop an evidence-based and scholarly approach to

flipped the classroom to enhance the student experience.

The ApproachOver the course of the project (Feb 15-Dec 16) we plan to:

• conduct over 20 professional development workshops and

for approximately 350 university teachers from a range of

disciplines across Australia and New Zealand

• use a modelling approach in our ‘flipped ‘workshop design, a

strategy consistently advocated for developing both face-to-

face and online teaching skills(4, 5, 6) and involves:

• a pre-workshop activity to be undertaken by participants

with an online submission a few days before the workshop

• a face-to-face discussion on the outcomes of the pre-

activity during the workshop

• consolidation and application of the concepts from the pre-

activity in workshop activities

• construct an interactive flipped classroom website

http://www.adelaide.edu.au/teaching-projects/flipped-

classroom/ for access and sharing of flipped resources.

Early Outcomes of the WorkshopsTeacher preparedness and confidence is being evaluated

through both post-workshop and follow up surveys.

This data will be correlated with levels of engagement,

motivation and progress in their students – who will be

surveyed after undertaking the resulting flipped activities.

Data from post-workshop surveys from 10 Flipped

Classroom Workshops run by the project team between

May 2015-April 2016 is presented in table 1.

Participant responses indicate they felt an increased

capacity to design flipped learning activities, and that

participating in the workshop had helped them to prepare to

flip one of more of their classes in the following semester.

La Trobe University, Australia, Nov 2015

Future PlansFurther workshops and a National Flipped Symposium are

planned for remainder of the project to continue to develop

peer-reviewed flipping approaches and progress the

nurturing of champions across the Australasian sector.

Flipped Classroom Project website

Developing champions: Flipped Think Tank workshop, Adelaide May 2016

Uni Melbourne May 2015, Western Sydney Uni, April 2016 and Auckland University of Technology, Dec 2015