Flipped teaching: finding room for interdisciplinary content and peer learning

  • YEAR
    Newton, Clare
    Cameron, Rebecca
    De Albornoz, Arturo Ruiz Carillo
    2015 Conference Papers
    Conference Papers
    Interactive Environments and Collaboration


Three years ago we introduced flipped teaching strategies to large cohorts of first-year university students learning about construction. Paradoxically, our aim in providing online content was to improve and expand the on-campus experience. By transferring lecture content online we were able to extend our two-hour face-to-face tutorials to three hours and also increase the interdisciplinary content in keeping with the spirit of our new undergraduate degree. The transition has not been without hurdles. Each semester we have refined content and adopted strategies aimed at consolidating and accelerating learning but we continue to be surprised by what students excel at and what they struggle with. As we begin our sixth experience of the flipped classroom, we are exploring the potential of learning analytics to promote a deeper understanding of core issues while concurrently struggling with the issue of students who come unprepared to classes. At the heart of this teaching and learning approach is the ambition for students to work collaboratively, bringing together knowledge across discipline domains and across learning styles and strengths. We see benefit in Eric Mazur’s iterative approaches to peer instruction to encourage deeper understanding of how structures, construction and materials interconnect into a knowledge system.


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