Using the Affordance of Technology to Adjust the Design of a Flipped Learning Pedagogy to Address the Needs of Students with Complex Learning Needs

Shannon JOHNSTON
University of Western Australia, Australia
shannon.johnston@uwa.edu.au

Wade JARVIS
University of Western Australia, Australia
wade.jarvis@uwa.edu.au

Abstract

Flipped learning pedagogy assumes that students can attend class for rich human-interactive learning experiences. However, student engagement is an important factor in successful studies, and students who cannot engage in the on-campus experience need to be considered. This paper reports on the redesign of a large first year unit in an on-campus learning institution to ensure engagement and participation in online and in-class learning and assessment activity, and specifically accommodate the needs of students who for reasons of location or learning difficulties may be unable to fully participate in a flipped learning approach and its assumptions of online and rich face-to-face learning activities. The three phases of this project were: to evaluate the current flipped learning approach to improve the quality for all learners, to interview staff and students as representatives of these non-standard students, and to propose pedagogical adjustments that would promote engaged and participatory learning for all students.

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