Abstract
In higher education institutions, there is a growing popularity of the use of flipped learning (FL) pedagogy to enhance the learning experience of students. At the undergraduate level, there is increasing evidence to demonstrate the potential benefits of this teaching and learning approach. However, at the level of the postgraduate education, evidence is limited on potential impact of FL on students’ learning experience. We conducted qualitative in-depth interviews and focus groups involving postgraduate students and tutors to explore their perspectives of FL. Campus-based students pursuing the masters of public health (MPH) course, and their tutors at the School of Health and Related Research (ScHARR), University of Sheffield, UK were sampled to participate in the study. Tutors generally demonstrated good knowledge and understanding of the concept of FL and its application, although different tutors use different terms to describe FL. Motivations for the use of FL among tutors were identified as: decision informed by available evidence; curriculum design suited for FL; knowledge/expertise acquired through participating in an online FL short course; advise from colleagues and perception of how higher education students should be learning. Students’ views about FL suitability for their courses were generally positive, with only a few students showing a dislike of this teaching and learning method. Our study results show that tutors and postgraduate students in public health higher education place high value on FL pedagogy, and reported positive experiences of their encounter with the FL pedagogy. The results are encouraging and suggest that higher education institutions running postgraduate masters’ degree courses, particularly public health, could consider adopting and using FL approach to enhance the learning experiences of their students.
Highlights
Higher education institutions have continuously tried to identify ways to mainstream digital technology and innovative pedagogies in the classroom to enhance their students’ learning experience (Schmid, 2013)
Flipped learning is a teaching and learning model in which direct instructions is moved from group learning to individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply the concepts and engage creatively with the subject matter (Bergmann and Sams (2012)
The findings suggest that the approach is very relevant in public health education, and could be used to enhance the learning experience of students studying the masters of public health course, because of its potential to promote interactive and students-centred learning
Summary
Higher education institutions have continuously tried to identify ways to mainstream digital technology and innovative pedagogies in the classroom to enhance their students’ learning experience (Schmid, 2013). Flipping the classroom ensures that students become more active participants in the learning process compared to the traditional way of teaching (James et al, 2014; Jaster, 2013; Mazur, 2009; Murray et al, 2015; Strayer, 2012; Uzunboylu & Karagozlu, 2015). Using this teaching/learning approach frees up class time, allowing for more individual and small group interactions (Hamdan et al, 2013a, b; Kim et al, 2014). Proponents of FL have further argued that the approach helps students to become more aware of the topic and course content, and they tend to get better prepared before coming to class
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