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

Johnston, S. and Jarvis, W. (2014) Using the affordance of technology to adjust the design of a flipped learning pedagogy to address the needs of students with complex learning needs. In: 37th HERDSA Annual International Conference, 7 - 10 July 2014, Hong Kong Baptist University, Hong Kong

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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.

Item Type: Conference Paper
URI: http://researchrepository.murdoch.edu.au/id/eprint/54357
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