When the flipped classroom disappoints: engaging students with asynchronous learning

Authors

DOI:

https://doi.org/10.47408/jldhe.vi22.771

Keywords:

flipped classroom, asynchronous learning, student engagement, Covid-19

Author Biography

Alicja Syska, University of Plymouth

Alicja holds a PhD in American Studies from Saint Louis University, USA (2008), and a Master’s and Bachelor’s degrees in Sociology of Human Behaviour from the University of Szczecin, Poland. She is based at the University of Plymouth where she works a Learning Developer while also lecturing in History. Alicja is a Senior Fellow of Advance HE and serves as Co-Lead Editor at the Journal of Learning Development in Higher Education.  

References

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Talbert, R. (2017) Flipped learning: a guide for higher education faculty. Sterling, VA: Stylus Publishing, LLC.

Talbert, R. (2021) ‘Is flipping an online course possible? (Throwback)’, Robert Talbert Blog, 16 April. Available at: http://rtalbert.org/is-flipping-an-online-course-possible-throwback/ (Accessed: 10 June 2021).

Taylor, A. (2015) 'Flipping great or flipping useless? A review of the flipped classroom experiment at Coventry University London Campus', Journal of Pedagogic Development, 5(3), pp.57-65. Available at: https://core.ac.uk/download/pdf/30317388.pdf (Accessed: 2 July 2021).

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Whyte, D. (2019) Consolations: the solace, nourishment and underlying meaning of everyday words. Edinburgh: Canongate Books.

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Published

2021-10-13

How to Cite

Syska, A. (2021) “When the flipped classroom disappoints: engaging students with asynchronous learning”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.771.

Issue

Section

Adapting core features of learning development: skills and writing support

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