Abstract
Teaching in flipped or “reversed” classroom mode builds on established student-centric teaching practices that have been in use for decades. Next Generation Learning Spaces (NGLS) further transform the way collaborative learning can enrich students' learning experiences. This chapter discusses expectations, perceptions, and experiences of teaching in flipped classroom mode. In addition, it explores the experiences of students in a senior undergraduate rhetoric and composition course in Australia. This chapter reports on studies that assessed students' perceptions of how the space they learned in, and the flipped classroom mode, impacted on the way they approached interaction with their teacher and peers, and how participation in collaborative activities enhanced their learning. It frames the teacher's experiences of adaptation to the new teaching method and environment, and to the creation and evolution of collaborative assignments, both formative and summative, which are suitable for use in flipped classroom teaching.
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