IO1. Open educational resources and e-course for flipped classroom (FC) and work based learning (WBL)
Start date: 2021-03-01
End date: 2021-12-31
IO1 leader: THE OPEN UNIVERSITY, United Kingdom
Due to the impact of COVID-19 crises many HEIs turn to online education simply by delivering materials and video conferences without any investment into finding and adopting more appropriate pedagogies (Rienties & Toetenel, 2016). By offering students a well-balanced mix of pre-recorded lectures, links to articles and reading resources, or other appropriate learning material to students through a virtual platform, more class time could be used to help students with the topics and concepts they don’t understand, as confirmed in the pilot research (FOI, 2020) and the (Council conclusions, 2020).
During this COVID-19 period around the globe we met many students who were burdened with the large amount of online teaching and the students who got by with superficial learning (Naffi, 2020). Therefore, it is necessary to find a way to reach those students with their very different needs and move beyond the surface learning experiences.
Flipping the classroom establishes a framework that ensures students receive a personalized education. Flipped classroom (FC) is an active, student-centered approach that designed to increase the quality of period within class (Ozdamli & Aşıksoy, 2016), provides opportunities for structured, active learning (Strelan et al., 2020) and encourages students to inquire and to interact with teachers, peers, employers and learning material.
Further, work based learning (WBL) as a cornerstone to many study areas and essential to some of them (eg. medical-related). It needs to be explored and implemented in appropriate format and level. WBL is especially challenging in online environment due to its tripartite relationship (teacher, students, employers) (Häggman-Laitila, Mattila, & Melender, 2016; Opperman et al., 2016).
Within this output we will design the original and practical guidelines for FC and WBL approaches in an online environment. The aim of the guidelines and e-course is to target HEI teachers and provide for them an overview and specific recommendations on successfully using innovative approaches in online teaching. In this output we will present models of implementation of WBL in online learning and blended learning to critical professions like nurses and medical doctors.
The development of this IO will be organized around the following questions:
- Q1: How to implement FC approach in an online environment in order to encourage and enable all students to be active, to inquire and interact with the teachers, peers and material?
- Q2: How to integrate WBL in an online environment in order to enable enhancement of learning outcomes?
- Häggman-Laitila, A., Mattila, L.-R., & Melender, H.-L. (2016). Educational interventions on evidence-based nursing in clinical practice: A systematic review with qualitative analysis. Nurse Education Today, 43, 50-59.
- Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018 Mar 15;18(1):38.
- Opperman, C., Liebig, D., Bowling, J., Johnson, C. S., & Harper, M. (2016). Measuring Return on Investment for Professional Development Activities: Implications for Practice. Journal for Nurses in Professional Development, 32(4), 176-184.
- Ozdamli, F., Aşıksoy, G. (2016). Flipped Classroom Approach. World Journal on Educational Technology. 8. 98.
- Stöhr, C., Demaziere, C., Adawi, T.(2020). The polarizing effect of the online flipped classroom. Computers & Education.147.
- Strelan, P., Osborn, A., Palmer, E. (2020). The flipped classroom: A meta-analysis of the effects on student performance across disciplines and education levels