Abstract
This article presents a case study in which the author piloted the flipped classroom on a cohort of paramedic science students at a UK higher education institution. The flipped classroom will be explained alongside the rationale for considering it as a good pedagogical addition for paramedic students. As a new pedagogy, the flipped classroom will be considered against what is currently known about learning theories and teaching styles. There are potential drawbacks to this method of teaching and learning and these will be discussed, as will suggestions to mitigate these drawbacks. Finally, the impact upon the students will be considered and the author will comment on the pilot and what this means for paramedic education in the future.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
