FLIPPED LEARNING: DOES IT WORK? EXPERIENCES FROM MIDDLE EAST COLLEGE’S MULTI-DISCIPLINARY PILOT PROJECT

There is growing interest in the use of innovative learning approaches such as flipped learning in higher education context. This approach turns the traditional classroom on its head with activities that have traditionally taken place inside the classroom now taking place outside the classroom and vice versa (Educause, 2012). Flipped learning is gaining traction in different disciplines, where, as the literature shows, it can help improve attainment for students at all ability levels, increase student engagement, improve student attitudes towards learning, better preparedness for 21st Century work environment as well as student satisfaction (Bishop and Verleger, 2013; Bates et al., 2012; Mazur, 2011).

This presentation reports on Middle East College’s (MEC) Flipped Learning pilot project which is being implemented across multiple disciplines including IT, Engineering and Business Studies. This broad approach enables to compare how flipped learning works in different disciplines.

The first part of the session will introduce the flipped learning approach, providing background information and a detailed explanation of what happens in a typical flipped classroom. We will give some examples from MEC of what happens in a typical flipped classroom in different disciplines. Secondly, we will explain our rationale and approach to adopting the pilot across MEC. Thirdly, we will share outcomes from our evaluation of this pilot study.

In addition to quantitative data including module grades and attendance data, evaluation of the pilots has involved eliciting the faculty and students' views on how the approach has impacted on their teaching and learning experience, the perceived benefits to practice as well as a reflection on some of the challenges involved in implementing the pilot. The presentation will highlight how the approach functioned in the different disciplines and will compare these results to our expectations and to other results in the literature. This should appeal to the diversity of delegates at the EDULEARN15 conference and will hopefully inspire them to try out the approach to transform their practice.

Following the presentation participants will have the opportunity to ask questions regarding the adoption and implementation of flipped learning at our college.