Flipped Learning in the Context of Postgraduate Public Health Higher Education: A Qualitative Study Involving Students and Their Tutors

Autor/inn/en	Akparibo, Robert; Osei-Kwasi, Hibbah Araba; Asamane, Evans Atiah
Titel	Flipped Learning in the Context of Postgraduate Public Health Higher Education: A Qualitative Study Involving Students and Their Tutors
Quelle	In: International Journal of Educational Technology in Higher Education, 18 (2021), Artikel 58 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akparibo, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-021-00294-7
Schlagwörter	Flipped Classroom; Graduate Students; Tutors; Student Attitudes; Masters Programs; Public Health; Knowledge Level; Curriculum Design; Expertise; Positive Attitudes + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Förderlehrer; Lehrender; Tutor; Schülerverhalten; Magister course; Magisterstudiengang; Gesundheitswesen; Wissensbasis; Lehrplangestaltung; Expert appraisal
Abstract	In higher education institutions, there is a growing popularity of the use of flipped learning (FL) pedagogy to enhance the learning experience of students. At the undergraduate level, there is increasing evidence to demonstrate the potential benefits of this teaching and learning approach. However, at the level of the postgraduate education, evidence is limited on potential impact of FL on students' learning experience. We conducted qualitative in-depth interviews and focus groups involving postgraduate students and tutors to explore their perspectives of FL. Campus-based students pursuing the masters of public health (MPH) course, and their tutors at the School of Health and Related Research (ScHARR), University of Sheffield, UK were sampled to participate in the study. Tutors generally demonstrated good knowledge and understanding of the concept of FL and its application, although different tutors use different terms to describe FL. Motivations for the use of FL among tutors were identified as: decision informed by available evidence; curriculum design suited for FL; knowledge/expertise acquired through participating in an online FL short course; advise from colleagues and perception of how higher education students should be learning. Students' views about FL suitability for their courses were generally positive, with only a few students showing a dislike of this teaching and learning method. Our study results show that tutors and postgraduate students in public health higher education place high value on FL pedagogy, and reported positive experiences of their encounter with the FL pedagogy. The results are encouraging and suggest that higher education institutions running postgraduate masters' degree courses, particularly public health, could consider adopting and using FL approach to enhance the learning experiences of their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01