Evaluating student experience of in-class and out-class activity within a flipped classroom approach

Evaluating student experience of in-class and out-class activity within a flipped classroom approach. Within Northumbria University the strategic vision for 2025 includes the following statement “Technology, which is advancing at a rapid pace, will play a key role in the development of the student experience and it will allow us to improve our approach to delivery. Teaching formats need review: does all class teaching need to be face-to-face, or could technology help release more staff time for small group work and closer interaction with students?” In response to this the undergraduate year 2 inter-professional public health module was identified for an innovative approach to learning and teaching. The outcomes identified were to: • Embed technology enhanced learning (TEL) within the curriculum, • Support knowledge retention and creative enquiry • Standardise delivery and after initial development see a reduction in teaching load. Inter-professional Education (IPE) is defined as ‘occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care’ (Centre for Advancement of Inter-professional Education, 2002). The focus of IPE is effective collaborative practice within the IP team. This often involves the need to resolve problematic IP relationships and stabilise these to ensure true joint working. Professional groups undertaking the module in question where from the four fields of nursing, midwifery, physiotherapy, occupational therapy and operating department practitioners. Recognition of the IP element in addition to time constraints, student numbers and cognitive load within the module, provided the rationale for the ‘Flipped Classroom’ approach. (Bergmann & Sams, 2012). Embedding technology into the curriculum requires careful consideration in pedagogical design. In particular online or face-to-face activity should be dependent on the knowledge to be conveyed, the task at hand and the desired outcomes (Fleck 2012, Abeysekera & Dawson 2014). This project involved the development and implementation of five online interactive educational packages which replaced traditional lectures. Reflective of the ‘flipped classroom’ methodology these are completed prior to the in-class active learning sessions. In order to scaffold the learning the summative assessment was also constructively aligned (Biggs 2003) to the five online interactive educational packages engaging the student in achieving the module learning outcomes. The main aims of this project were: • For students to develop a greater appreciation of Inter professional learning. • Improved student engagement with the subject matter through active learning. • Greater utilization of self-directed learning to increase information-transmission teaching. • In-class time to promote peer learning and problem solving. Ethical approval was sought to undertake an evaluation study to evaluate the experience of eLearning from the perspective of students. The evaluation is a broad ranging mixed-methods design study including both quantitative and qualitative components (Creswell, 2014). To achieve the quantitative element a questionnaire was used based on closed-ended responses. Following analysis of the questionnaires the qualitative component will involve the use of focus groups using open ended questions exploring the experiences and opinions of the students in more depth than the questionnaire allowed. Preliminary findings demonstrate positive trends however full analysis of the results are ongoing. To date students involved with this project have shared the following evaluations: • “E-learning materials were fantastic allowing myself to revisit lecture material at any time which can easily be forgotten during teaching sessions.” • “I found the module very enjoyable and interesting. The best part for me was the range of lectures (the in class and e-lectures). The module promoted independent learning but also gave support and allowed me to gain a wide variety of knowledge.” • “The e-lectures were good; they allowed you to learn in your own time so you understand everything unlike lectures with a time limit.” At the point of presenting at this conference the evaluations of this project will be complete allowing more detail to be included. Sharing with peers the evaluation of this project will consider the opportunities and challenges for educational institutions heading towards 2020 and the impact for learners by adopting the ‘flipped classroom’ to transform learning.