468
E. Michalopoulou et al.
Scaffolding occurs at both the macro and micro level within the SDU and is
incorporated into both the overall programme and individual topics. The flipped classroom model allows for the employment of specially designed introductory materials,
followed by a lecture. The students apply the concepts in these materials to a particular scenario with support from the teaching team throughout a workshop: online
or in person. Finally, students demonstrate their knowledge through discussion, or
by presenting their ideas at the end of the class. Thus, the assistance provided is
staggered, constantly adjusted in order to help students reach the minimum learning
outcomes.
Sector research demonstrates that students respond positively to blended learning
approaches (Sharpe et al. 2006). Research also suggests that students’ learning
improves in blended learning environments, compared to traditional lecture-style
delivery (Gillette et al. 2018). “Blended learning” exists at the intersection between
the Internet and the physical classroom, an intersection that can present a new range
of possibilities for learning (Friesen 2012). While in-class hours may reduce in quantity, they increase in quality and students engage in more-informed discussion in the
classroom (Smith 2014).
The flipped classroom approach expects the learner to engage with online material before face-to-face learning. At Bristol, digital learning takes place through the
University’s Blackboard Virtual Learning Environment (VLE) where resources such
as discussion boards and instruction videos are hosted (Digital Education Office
n.d.). Literature on the digital flipped classroom largely suggests a positive impact
on learning. It can promote scaling-up of class sizes while retaining smaller discussion sizes and maintaining student satisfaction (Ryan and Reid 2016). Bergman
and Sams (2012, pp. 6–7) highlight how the flipped classroom can also assist the
“personalization” of education. In this way, students are catered for in a more accessible manner (Bergman and Sams 2012, p. 14). This approach allows students to
conduct their learning at their own pace outside of the classroom, which allows
them to manage their workloads alongside other commitments (Bergman and Sams
2012, pp. 21–23). This flexibility allows students who may have traditionally struggled with a non-flipped classroom to succeed. This can include students with caring
responsibilities, or those with learning and physical disabilities. With concern for the
environment at record high amongst young people in the UK in 2019 (with a YouGov
poll finding that 45% of 18–24 year olds placed environmental issues as their second
biggest policy concern) (Smith 2019), it is imperative that HEIs not only increase
the availability of courses on environmental issues but prioritise the accessibility of
such opportunities.
Students are given ownership of their learning through the flipped-classroom
approach, harnessing and improving their personal motivation and engagement with
course materials (Abeysekera and Dawson 2015) and their positivity towards their
subject (Turra et al. 2019). Students who engage in the flipped classroom see an
increase in cognitive learning outcomes and experience increased satisfaction from
the process of learning (Sergis et al. 2018). This is true for students from a wide range
of disciplinary backgrounds (Chen et al. 2018). Post-disciplinary education opens
opportunities for these students to go beyond deepened disciplinary knowledge and
E. Michalopoulou et al.
Scaffolding occurs at both the macro and micro level within the SDU and is
incorporated into both the overall programme and individual topics. The flipped classroom model allows for the employment of specially designed introductory materials,
followed by a lecture. The students apply the concepts in these materials to a particular scenario with support from the teaching team throughout a workshop: online
or in person. Finally, students demonstrate their knowledge through discussion, or
by presenting their ideas at the end of the class. Thus, the assistance provided is
staggered, constantly adjusted in order to help students reach the minimum learning
outcomes.
Sector research demonstrates that students respond positively to blended learning
approaches (Sharpe et al. 2006). Research also suggests that students’ learning
improves in blended learning environments, compared to traditional lecture-style
delivery (Gillette et al. 2018). “Blended learning” exists at the intersection between
the Internet and the physical classroom, an intersection that can present a new range
of possibilities for learning (Friesen 2012). While in-class hours may reduce in quantity, they increase in quality and students engage in more-informed discussion in the
classroom (Smith 2014).
The flipped classroom approach expects the learner to engage with online material before face-to-face learning. At Bristol, digital learning takes place through the
University’s Blackboard Virtual Learning Environment (VLE) where resources such
as discussion boards and instruction videos are hosted (Digital Education Office
n.d.). Literature on the digital flipped classroom largely suggests a positive impact
on learning. It can promote scaling-up of class sizes while retaining smaller discussion sizes and maintaining student satisfaction (Ryan and Reid 2016). Bergman
and Sams (2012, pp. 6–7) highlight how the flipped classroom can also assist the
“personalization” of education. In this way, students are catered for in a more accessible manner (Bergman and Sams 2012, p. 14). This approach allows students to
conduct their learning at their own pace outside of the classroom, which allows
them to manage their workloads alongside other commitments (Bergman and Sams
2012, pp. 21–23). This flexibility allows students who may have traditionally struggled with a non-flipped classroom to succeed. This can include students with caring
responsibilities, or those with learning and physical disabilities. With concern for the
environment at record high amongst young people in the UK in 2019 (with a YouGov
poll finding that 45% of 18–24 year olds placed environmental issues as their second
biggest policy concern) (Smith 2019), it is imperative that HEIs not only increase
the availability of courses on environmental issues but prioritise the accessibility of
such opportunities.
Students are given ownership of their learning through the flipped-classroom
approach, harnessing and improving their personal motivation and engagement with
course materials (Abeysekera and Dawson 2015) and their positivity towards their
subject (Turra et al. 2019). Students who engage in the flipped classroom see an
increase in cognitive learning outcomes and experience increased satisfaction from
the process of learning (Sergis et al. 2018). This is true for students from a wide range
of disciplinary backgrounds (Chen et al. 2018). Post-disciplinary education opens
opportunities for these students to go beyond deepened disciplinary knowledge and