Refining Flipped Learning through International Collaboration: the Miri Model

Sue FYFE
Curtin University, Australia
s.fyfe@curtin.edu.au

Jan MCKAY
Curtin University, Australia
J.McKay@curtin.edu.au

Georgina FYFE
Curtin University, Australia
g.m.fyfe@curtin.edu.au

Nagammal NAGENDRAN
Curtin University, Australia
nagammal.nagendran@curtin.edu.au

Kylie MCVAY
Curtin University, Australia
K.McVay@curtin.edu.au

Michelle BROUGHTON
Curtin University, Australia
michelle.broughton@curtin.edu.au

Abstract

Curtin University is encouraging use of a Flipped Learning strategy to address change in the higher education sector, accommodate expectations of students, improve learning outcomes and increase flexibility through use of technology. Flipped Learning implies active and collaborative learning with students preparing, prior to learning that requires knowledge application and can include teamwork and skill development. Therefore, a model must ensure that students prepare effectively and adequately for applied learning.

A flipped learning model for a first year unit undergraduate unit in Medical Anatomy was drafted, informed by survey and focus group data from 77 medical imaging students. They reported poor understanding of the flipped classroom model, limited regular preparation, prioritization of assessment over preparation, and seeing the tutor's role as providing information or clarification.

The draft model was discussed, critiqued and developed in a focused international workshop at the 2nd International T&L Conference in Miri, Sarawak in December 2013. From this collaboration, the Miri Flipped Learning Model was developed.

The Miri Model considers the cognitive load of knowledge across three phases of learning: Phase One incorporates challenge testing and self-assessment of content with lower cognitive load. It uses technology to encourage peer learning and collaboration and focuses on self-reflection and learning strategies.

Applying knowledge, problem solving and learning difficult concepts with high cognitive load are the focus of the active and collaborative Phase Two. Phase Three closes the loop for students, building on prior learning to prepare for future learning. The model will be implemented and evaluated in 2015.

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