Invited Speaker Australian Society for Microbiology Annual Scientific Meeting 2018

Flipping the classroom: design, implementation and outcomes (#90)

Vincent Wheatley 1
  1. University of Queensland, St Lucia, QLD, Australia

In the flipped classroom approach, content is delivered outside the classroom and active learning opportunities are moved in, reversing the traditional lecture-homework format. This can lead to improved student engagement and outcomes, but there are a number of inter-linked elements to the practice that require careful design and implementation. To illustrate how this can be achieved, the design, implementation and outcomes of a flipped classroom approach in a large fluid dynamics course is presented as a case study. The instructional component is a SPOC (Small Private Online Course) consisting of video segments interspersed with online formative problem solving activities and assessment. Conceptual questions build up to complex numerical problems. To add value to the on-campus experience, traditional lectures are replaced with small group peer learning where we solve interesting, authentic problems straight from the coalface of industry and cutting edge research. Engaging with the type of problems students hope to take in their "dream jobs" takes students beyond the classroom and ignites their enthusiasm. With a class of over 250, we use digital response systems so groups can compare their results and receive timely feedback from the instructor and peers. The outcomes of this approach in terms of student engagement, learning and satisfaction over multiple cohorts will be presented.