Flipping the classroom and making it work

Abstract

The flipped classroom in the business ED course is an attempt to design a course around the elements of learning-oriented assessment and academic literacies. Learningoriented assessment has been shown to result in better student performance through various strategies such as peer and self-assessment, feedback, shared success criteria and students taking ownership of their learning (E.g. Black & Wiliam, 1998; Carless, 2011). Academic literacies suggests that an explanation for student writing problems is the gaps between academic staff expectations and student interpretations of what is involved in academic writing (Lea & Street, 1998). This seminar addresses three challenges for teachers that result from the flipped classroom design and the theories that underpin it. These challenges are: the alignment of assessment to teaching and learning informed by an academic literacies approach; the role of the teacher in the class; and the physical space constraints to allow full participation by students.