Abstract
ABSTRACTA definition of flipped learning by the Flipped Learning Network identifies ‘The Four Pillars of F-L-I-P™’; Flexible learning environment, a change in Learning cultures, Intentional content, and the Professional educator. This case study concentrates on the ‘I’ and ‘P’, intentional content and the professional educator. Appreciative Inquiry is used to explore, from both a student and staff perspective, the following questions: when does learning and teaching start? what is our role in developing the online environment? what is the impact on our own academic practice in both the online and face-to-face learning environments? what is recognised and respected as ‘teaching’ and what is recognised as ‘learning’? and by whom? This case study will offer some recommendations relating to intentional content and the role of a professional educator that could be interpreted into most flexible learning approaches concluding with a model for a different mind-set for developing the online environment.
Highlights
Introduction and contextThe context of this case study is the ongoing evaluation of the design, development and delivery of an accredited Postgraduate Certificate in Academic Practice (PGCAP)
There was a barrier between initial learning and accessing specific learning materials in the virtual learning environment (VLE), as access relied on full enrolment and registration of modules
There seems to be a view that face-to-face teaching happens first and that this activity introduces a student to the online environment as a secondary or supportive activity
Summary
The context of this case study is the ongoing evaluation of the design, development and delivery of an accredited Postgraduate Certificate in Academic Practice (PGCAP). This course is mandatory for all new full time and fractional faculty staff who do not have appropriate teaching qualifications or professional recognition. The University of Wolverhampton was a participant in the ‘What works?’ Student Retention and Success Programme (2008–2011), and participation in this programme influenced course design across the University. As a course team we recognised that new members of staff may be ‘siloed’ within their discipline areas and might not meet other new members of staff.
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