There are numerous approaches to flipped learning. We define flipped learning as structured learning that occurs outside the traditional classroom setting. Students are exposed to content before coming to class, freeing up class time for deeper learning (versus information transfer). In our program, we create e-learning modules that typically consist of videos with embedded questions that guide student inquiry. Students are given related assignments that they do independently or collaboratively. During class, active learning strategies are used to further explore the e-learning content and homework assignments. This session will focus on our flipped learning approach--specifically the development and implementation of e-learning modules, and evaluation of their impact on student learning. Faculty of Nursing and the Centre for Teaching, Learning and Technology will share a template for designing and developing e-learning modules for flipped learning. Some questions to guide our discussion are: What types of didactic content are appropriate for e-learning module conversion? When creating videos for e-learning modules, how should content be recorded and edited to promote student engagement and learning? What other instructional technology can be used to enhance collaborative learning among students and between students and faculty? How are guest speakers best utilized in e-videos? We will provide examples of videos that facilitate learning. This session will include how rubrics are used to guide student learning; and how faculty use them for formative and summative evaluations. In our program, we design specific learning objectives and rubrics to accompany our e-learning modules, class activities and graded assignments.
Grossman, R. (2008). Structures for facilitating student reflection. College Teaching, 57(1), 15-22.
Kiteley, R., & Ormrod, G. (2009). Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes. Nurse Education Today, 29, 623-629.
Ryan, M., & Ryan, M. (2012). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32(2), 244-257.
The University of British Columbia Flipped Network (2014). Available at: http://flippedlab.learning.University of British Columbia.ca/2013/09/14/flipped-lab-examining-what-works-in-a-flipped-classroom
