期刊名称:Australasian Journal of Educational Technology
印刷版ISSN:1449-3098
电子版ISSN:1449-5554
出版年度:2019
卷号:35
期号:5
页码:79-94
DOI:10.14742/ajet.3804
语种:English
出版社:Australasian Society for Computers in Learning in Tertiary Education
摘要:Flipped teaching and learning approaches are being increasingly used in higher education. Some advantages associated with the approach include providing opportunity for self-directed learning and enhanced collaboration between students. In this study, an implementation of a flipped approach in a first year foundational engineering dynamics course was researched to investigate student views on independent and collaborative learning inherent in flipped learning. Eighteen undergraduate students (11 male and 7 female) participated in this qualitative study. The flipped part of the course was designed to include self-paced independent learning and in-class learning, with opportunities to collaborate, ask questions, and work on examples. Data were collected using semi-structured interviews. The results of the study indicated that students universally enjoyed learning independently and appreciated the increased collaboration induced by the flipped approach. The flexibility of the approach enabled a range of approaches to independent learning and collaboration, and students were able to find learning styles that suited them. This article concludes with a range of recommendations for practice to further support independent and collaborative learning with the use of flipped approaches.