Exploiting asynchronous delivery at the tertiary level: Transitioning from the traditional to the flipped model

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dc.contributor.authorKeith, Lyn R.
dc.date.accessioned2015-07-15T17:17:08Z
dc.date.available2015-07-15T17:17:08Z
dc.date.issued2015-07-15
dc.descriptionPaper presented at the Regional Conference on Institutionalising Best Practice in Higher Education, UWI, St. Augustine, Trinidad and Tobago, 24-26 June, 2015.en_US
dc.description.abstractIn recent years, educators, particularly those within the tertiary level landscape, have been subject to criticisms for their apparent inability to effectively educate students; in particular, their failure to explore the potential of technology. These criticisms have generated even more concern as the educational landscape is characterized by the inclusion of information communication technologies and their potential to facilitate digital learning. The asynchronous or Location Independent Learning (LIL) is a student-centred mode of delivery which posits the idea that students learn the same material at different times and locations. Compared to the traditional, synchronous mode of delivery, the level of convenience provided by the asynchronous modality provides opportunities for individualized pace and deeper reflection. The "flipped" or "inverted" classroom is proposed as one such way of reaching students, by speaking their digital language while at the same time creating opportunities for the development and harnessing of the critical thinking skills that could allow them to navigate the professional and social world thereafter. Using action research, this study reports on the transition from a partial to fully flipped video classroom format at a tertiary level institution in Trinidad and Tobago, as a potential means to incorporate: 1) an asynchronous component that could allow for more schedule flexibility and appeal to a millennial audience; and 2) a synchronous, interactive face-to-face component that focuses on problem solving, collaboration, crafting, and creating. The primary objectives of this study were to determine students' perception of the flipped classroom as well as to map the progression of learning in both iterations.en_US
dc.description.sponsorshipCentre for Excellence in Teaching and Learning, UWI; Quality Assurance Unit, UWIen_US
dc.identifier.urihttps://hdl.handle.net/2139/40087
dc.language.isoenen_US
dc.subjectAsynchronous learningen_US
dc.subjectOnline learningen_US
dc.subjectDigital learningen_US
dc.subjectTeaching methodsen_US
dc.subjectFlipped classroomen_US
dc.subjectEducational technologyen_US
dc.subjectHigher educationen_US
dc.subjectInstructional innovationen_US
dc.subjectAction researchen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleExploiting asynchronous delivery at the tertiary level: Transitioning from the traditional to the flipped modelen_US
dc.typeArticleen_US

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UWI Regional Conference on Institutionalising Best Practice in Higher Education 2015 Proceedings