Browsing by Author "Birbal, Roland"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    First-year university students’ perspectives and experiences of the flipped classroom strategy in a technology course
    (School of Education, The University of the West Indies, St. Augustine, 2016) Birbal, Roland; Hewitt-Bradshaw, Iris
    Research suggests that the flipped classroom is a successful strategy for enhancing student learning. This qualitative study examined first-year students’ perceptions and experiences of the flipped classroom for the delivery of a technology course at a Caribbean university. The discussion-focused flipped model was used, and data were collected using open-ended questionnaires, focus group interviews, and a review of the Blackboard Course Management System course statistics. The theoretical framework for analysis included Bristol’s (2012) theory of plantation pedagogy; constructivism as espoused by Savery and Duffy (1995); and Bandura’s (1995) theory of self-efficacy. Findings suggest that perceptions and experiences of the flipped classroom strategy were mixed, and students felt challenged by its use. Students participated minimally in online discussions, and few read online resources. Furthermore, classroom discussions were still mostly teacher directed as many students experienced a high level of fear and anxiety with in-class presentations. A reliance on educators as the main source of knowledge persisted, with reluctance by some to assume an independent role in their learning. We conclude that although students generally approved of the strategy, their experiences of schooling in an authoritarian, post-colonial education system challenge its effective use without additional support for students.
  • Thumbnail Image
    Item
    Student Voice as Inclusive Curricular Practice in a Technology Course
    (School of Education, UWI, 2023) Birbal, Roland; Hewitt-Bradshaw, Iris; James, Freddy
    Institutions of higher learning often recommend learner-centered pedagogies that cater for student diversity. This article demonstrates how including students’ perspectives in curricular review can help achieve this goal. The study was conducted using action research to monitor and incorporate student voice in the design and delivery of a technology course in a master’s program in teacher education. Drawing on intersecting theories from the field, including equity, inclusion, action research, and student voice research, we used McKernan’s spiral model to reflect on and redesign the course outline across two cohorts. Two phases of interrelated investigations of students’ perceptions and responses to course content, strategies, and assessment methods employed face-to-face interviews, focus group interviews and the student evaluation of teaching (SEOT) survey to provide data for analysis. Students’ perspectives were included in modifications of the course to improve learning outcomes and increase student engagement. The process of eliciting and responding to students’ perceptive and constructive insights allowed an additional source of feedback apart from faculty review. There was increased student satisfaction with the redesigned course across cohorts, with more positive experiences reported. We believe that these results validate the use of action research in higher education to stimulate teacher reflection and engage students in curricular review and change to enhance learning.