Conference poster
Adopting education innovations: lessons from flipped classrooms
HERDSA 2018 (Adelaide, Australia, 02/07/2018 - 05/07/2018)
07/2018
Metrics
26 Record Views
Abstract
Although universities have always had a focus on education, the past two decades have seen a predominance of performance-based frameworks and rankings that emphasise research rather than teaching and learning. Now that student experiences and outcomes are being used to rank institutions (e.g. UK’s Teaching Excellence Framework), the narrative is again changing. For some, the re-valuing of higher education has highlighted a need to change education practice to improve student outcomes. With this re-valuing comes new opportunities and institutional support for change, as greater resources are invested in teaching and learning, for example by appointing educational designers and funding education technologies. Indeed, some Universities have undertaken sweeping changes, such as Western Sydney University’s Business School’s blanket adoption of the flipped-classroom approach. The changed narrative has meant that those that chose to innovate will be vastly outnumbered by those that are directed to innovate. Roger’s (2005) Diffusion of innovation, and education studies, have predicted vast challenges for accelerated adoption of teaching and learning innovations. An innovation is taken as a change to practice. These changes and challenges have consequences for academics’ work and identity. This research seeks to discover what these experienced consequences are, particularly within the context of adopting a flipped-classroom approach. The research presents some of the challenges and successes in adopting flipped classrooms based on the structured reflections of educators across five institutions. The educators include innovators, early adopters and later adopters, though the self-selected reflections have a focus on challenges they have faced (as compared to successes achieved). These challenges include the time needed to develop the approach, changing students’ learning perceptions, and engendering student buy-in and perseverance to the new learning style. Collectively, the reflections highlight important characteristics for educational innovation adoption and persistence, also of value to institutions encouraging educational innovations.
Details
- Title
- Adopting education innovations: lessons from flipped classrooms
- Creators
- Mieke Witsel - Southern Cross UniversityW Glen Croy - Monash UniversityPierre Benckendorff - University of QueenslandCatherine Link - Western Sydney University
- Conference
- HERDSA 2018 (Adelaide, Australia, 02/07/2018 - 05/07/2018)
- Identifiers
- 991013135811402368
- Academic Unit
- Centre for Teaching and Learning
- Language
- English
- Resource Type
- Conference poster