Flipping heck! Flipping the classroom: pedagogical and budgetary drivers – a case study

Fitzgerald, Lisa (2013). Flipping heck! Flipping the classroom: pedagogical and budgetary drivers – a case study. In: CAPHIA 2013 Teaching & Learning Forum: Program, Abstracts & Papers. CAPHIA 2013 Public Health Teaching & Learning Forum, Melbourne, VIC, Australia, (10-10). 19-20 September, 2013.

Author Fitzgerald, Lisa
Title of paper Flipping heck! Flipping the classroom: pedagogical and budgetary drivers – a case study
Conference name CAPHIA 2013 Public Health Teaching & Learning Forum
Conference location Melbourne, VIC, Australia
Conference dates 19-20 September, 2013
Proceedings title CAPHIA 2013 Teaching & Learning Forum: Program, Abstracts & Papers
Place of Publication Deakin, ACT, Australia
Publisher Council of Academic Public Health Institutions Australia (CAPHIA)
Publication Year 2013
Sub-type Published abstract
Open Access Status
Start page 10
End page 10
Total pages 1
Language eng
Formatted Abstract/Summary
SPH MPH courses are typically comprised of domestic and international and students from diverse disciplinary backgrounds studying in internal and external modes. ‘Social Perspectives’ is a core course that introduces students to unfamiliar social and cultural aspects of population health. Although the course was fairly well evaluated every semester, students did state that they wanted more ‘real life examples’ and opportunities to ‘see’ its application to future work. External students did not participate fully in coursework and students in either mode did not demonstrate the higher level analytical skills appropriate for this course. Budget constraints added pressure to make radical changes to course delivery and teaching methods. So in first semester 2013 ... I flipped the classroom.

Traditional teaching and learning methods included a printed study guide and a didactic lecture and tutorial which required lecturing staff and 2 tutors. I now pre - record and post online small webcam recordings which outline key conceptual components of the week ahead. The students then view material online before class so they are ready to apply skills in a related activity. Class time now spent in a ‘flat’ teaching space includes mini - lectures, individual or group activities, analysis of a topical issue in the news, assessment workshops and facilitated higher level analytical discussion. One tutor provides weekly 1 hour sessions using ‘Adobe Connect’ for external students to facilitate similar activities. Varied content sources and structured in - class and online activities have meant I need less tutors, the Study Guide is redundant and the course material is more relevant, easily updated and able to be modified to suit the cohort.

Flipping my classroom has been guided by the desire to find the best ways to teach in the modern technological, social and budgetary environment. It has been very time - consuming and whilst improvements in the design of classroom and online learning activities is needed, I think flipping my classroom has contributed to better learning within a social science course in a MPH program. A course survey will be conducted by the end of semester to gather data on student attitudes to the teaching methods adopted this semester.
Q-Index Code EX
Q-Index Status Provisional Code
Institutional Status UQ
Additional Notes "Thanks to Michael O’Brien".

Document type: Conference Paper
Collection: School of Public Health Publications
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Created: Sun, 25 May 2014, 12:37:30 EST by Lisa Fitzgerald on behalf of School of Public Health