Grace Onodipe, Michelle M. Robbins, G. Ayuninjam, Tashana D. Howse, Adrienne Cottrell-Yongye, Jayme Curry-Savage
{"title":"活跃的多学科翻转学习课堂教学实践的成长","authors":"Grace Onodipe, Michelle M. Robbins, G. Ayuninjam, Tashana D. Howse, Adrienne Cottrell-Yongye, Jayme Curry-Savage","doi":"10.20429/ijsotl.2020.140202","DOIUrl":null,"url":null,"abstract":"Faculty Learning Communities (FLCs) have gained a lot of attention in higher education. Research has shown that they support student learning, faculty development, and congenial relations among faculty. This paper will shed light on a successful, multidisciplinary FLC comprised of nine faculty members who engaged in Flipped Classroom pedagogy over a two-year period. Guided by Cox’s (2015) recommendations, the FLC members sought to improve their students’ learning while at the same time enhance their instructional practice. Participation in the FLC led to (1) course redesign, (2) instructional redesign, (3) professional growth, and (4) a sense of community.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Growth of Pedagogical Practice in an Active Multidisciplinary FLC on Flipped Learning\",\"authors\":\"Grace Onodipe, Michelle M. Robbins, G. Ayuninjam, Tashana D. Howse, Adrienne Cottrell-Yongye, Jayme Curry-Savage\",\"doi\":\"10.20429/ijsotl.2020.140202\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Faculty Learning Communities (FLCs) have gained a lot of attention in higher education. Research has shown that they support student learning, faculty development, and congenial relations among faculty. This paper will shed light on a successful, multidisciplinary FLC comprised of nine faculty members who engaged in Flipped Classroom pedagogy over a two-year period. Guided by Cox’s (2015) recommendations, the FLC members sought to improve their students’ learning while at the same time enhance their instructional practice. Participation in the FLC led to (1) course redesign, (2) instructional redesign, (3) professional growth, and (4) a sense of community.\",\"PeriodicalId\":332019,\"journal\":{\"name\":\"The International Journal for the Scholarship of Teaching and Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-11-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The International Journal for the Scholarship of Teaching and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20429/ijsotl.2020.140202\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The International Journal for the Scholarship of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20429/ijsotl.2020.140202","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Growth of Pedagogical Practice in an Active Multidisciplinary FLC on Flipped Learning
Faculty Learning Communities (FLCs) have gained a lot of attention in higher education. Research has shown that they support student learning, faculty development, and congenial relations among faculty. This paper will shed light on a successful, multidisciplinary FLC comprised of nine faculty members who engaged in Flipped Classroom pedagogy over a two-year period. Guided by Cox’s (2015) recommendations, the FLC members sought to improve their students’ learning while at the same time enhance their instructional practice. Participation in the FLC led to (1) course redesign, (2) instructional redesign, (3) professional growth, and (4) a sense of community.