480
E. Michalopoulou et al.
Bergmann J, Sams A (2012) Flip your classroom: reach every student in every class every
day. International Society for Technology in Education, Iste, Eugene and Washington; ASCD,
Alexandria
Biagioli M (2009) Postdisciplinary liaisons: science studies and the humanities. Crit Inq 35(4):816–
833
Carmichael M, Reid A, Karpicke JD (2018) Assessing the impact of educational video on student
engagement, critical thinking and learning: the current state of play. Sage Publishing. https://us.
sagepub.com/sites/default/files/hevideolearning.pdf
Carroll J (2003) We’re exploited, not unqualified. The Chronicle of Higher Education, 23 (June).
https://www.chronicle.com/article/Were-Exploited-Not/45253
Cash CB, Letargo J, Graether SP, Jacobs SR (2017) An analysis of the perceptions and resources
of large university classes. Life Sci Educ 16(2). https://doi.org/10.1187/cbe.16-01-0004
Chen K, Monrouxe L, Lu Y, Jenq C, Chang Y, Chang Y, Chai PY (2018) Academic outcomes
of flipped classroom learning: a meta-analysis. Med Educ 52(9). https://doi.org/10.1111/medu.
13616
Clark WC, Crutzen PJ, Schellnhuber HJ (2005) Science for global sustainability: toward a new
paradigm. SSRN. https://doi.org/10.2139/ssrn.702501
Crutzen PJ (2002) Geology of mankind. Nature 415(23). https://doi.org/10.1038/415023a
Davies L (2006) Global citizenship: abstraction or framework for action? Educ Rev 58(1):5–25.
https://doi.org/10.1080/00131910500352523
Dematagoda U (2016) Academic staff: we graduate teaching assistants need you to fight for us. The
Guardian (28 Sep 2016). https://www.theguardian.com/higher-education-network/2016/sep/28/
academic-staff-we-graduate-teaching-assistants-need-you-to-fight-for-us
Digital education office, Blackboard. University of Bristol. http://www.bristol.ac.uk/digital-educat
ion/support/tools/Blackboard/. Accessed 10 Mar 2020
Exeter D, Ameratunga S, Ratima M, Morton S, Dickson M, Hsu D et al (2010) Student engagement
in very large classes: the teachers’ perspective. Stud High Educ 35(7):761–775
Friesen N (2012) Defining blended learning. Learning spaces. http://learningspaces.org/papers/Def
ining_Blended_Learning_NF.pdf
Gillette C, Rudolph M, Kimble C, Rockish-Winston N, Smith L, Broedel-Zaugg K (2018) A metaanalysis of outcomes comparing flipped classroom and lecture. Am J Pharm Educ 82(5). https://
doi.org/10.5688/ajpe6898
Hall R, Bowles K (2016) Re-engineering higher education: the subsumption of academic labour
and the exploitation of anxiety. Workplace 28:30–47. https://doi.org/10.14288/workplace.v0i28.
186211
Hammond J, Gibbons P (2019) What is scaffolding? National centre for english language teaching
and research, Macquarie University, Sydney, pp 8–16
Hoare A, Cornell S, Bertram C, Gallagher K, Heslop S, Lieven N, MacLeod C, Morgan J, Pickering A, Wells S, Willmore C (2008) Teaching against the grain: multi-disciplinary teamwork
effectively delivers a successful undergraduate unit in sustainable development. Environ Educ
Res 14(4):469–481. https://doi.org/10.1007/s10639-019-09886-3
Husbands CT, Davies A (2000) The teaching roles, institutional locations, and terms and conditions
of employment of part-time teachers in UK higher education. J Further High Educ 24(3):337–362.
https://doi.org/10.1080/030987700750022271
Kopnina H (2018) Teaching sustainable development goals in The Netherlands: a critical approach.
Environ Educ Res Routledge 24(9):1268–1283. https://doi.org/10.1080/13504622.2017.1303819
McGrath M (2020) Climate change: Australia fires will be ‘normal’ in warmer world, BBC News,
14 Jan. https://www.bbc.co.uk/news/science-environment-51094919. Accessed 27 Jan 2020
McLean S, Attardi SM (2018) Sage or Guide? Student perceptions of the role of the instructor in a
flipped classroom. Active Learn High Educ 1–13. https://doi.org/10.1177/1469787418793725
Michalopoulou E, Shallcross DE, Atkins E, Tierney A, Norman NC, Preist C, Ninos I (2019) The
end of simple problems: repositioning chemistry in higher education and society using a systems
E. Michalopoulou et al.
Bergmann J, Sams A (2012) Flip your classroom: reach every student in every class every
day. International Society for Technology in Education, Iste, Eugene and Washington; ASCD,
Alexandria
Biagioli M (2009) Postdisciplinary liaisons: science studies and the humanities. Crit Inq 35(4):816–
833
Carmichael M, Reid A, Karpicke JD (2018) Assessing the impact of educational video on student
engagement, critical thinking and learning: the current state of play. Sage Publishing. https://us.
sagepub.com/sites/default/files/hevideolearning.pdf
Carroll J (2003) We’re exploited, not unqualified. The Chronicle of Higher Education, 23 (June).
https://www.chronicle.com/article/Were-Exploited-Not/45253
Cash CB, Letargo J, Graether SP, Jacobs SR (2017) An analysis of the perceptions and resources
of large university classes. Life Sci Educ 16(2). https://doi.org/10.1187/cbe.16-01-0004
Chen K, Monrouxe L, Lu Y, Jenq C, Chang Y, Chang Y, Chai PY (2018) Academic outcomes
of flipped classroom learning: a meta-analysis. Med Educ 52(9). https://doi.org/10.1111/medu.
13616
Clark WC, Crutzen PJ, Schellnhuber HJ (2005) Science for global sustainability: toward a new
paradigm. SSRN. https://doi.org/10.2139/ssrn.702501
Crutzen PJ (2002) Geology of mankind. Nature 415(23). https://doi.org/10.1038/415023a
Davies L (2006) Global citizenship: abstraction or framework for action? Educ Rev 58(1):5–25.
https://doi.org/10.1080/00131910500352523
Dematagoda U (2016) Academic staff: we graduate teaching assistants need you to fight for us. The
Guardian (28 Sep 2016). https://www.theguardian.com/higher-education-network/2016/sep/28/
academic-staff-we-graduate-teaching-assistants-need-you-to-fight-for-us
Digital education office, Blackboard. University of Bristol. http://www.bristol.ac.uk/digital-educat
ion/support/tools/Blackboard/. Accessed 10 Mar 2020
Exeter D, Ameratunga S, Ratima M, Morton S, Dickson M, Hsu D et al (2010) Student engagement
in very large classes: the teachers’ perspective. Stud High Educ 35(7):761–775
Friesen N (2012) Defining blended learning. Learning spaces. http://learningspaces.org/papers/Def
ining_Blended_Learning_NF.pdf
Gillette C, Rudolph M, Kimble C, Rockish-Winston N, Smith L, Broedel-Zaugg K (2018) A metaanalysis of outcomes comparing flipped classroom and lecture. Am J Pharm Educ 82(5). https://
doi.org/10.5688/ajpe6898
Hall R, Bowles K (2016) Re-engineering higher education: the subsumption of academic labour
and the exploitation of anxiety. Workplace 28:30–47. https://doi.org/10.14288/workplace.v0i28.
186211
Hammond J, Gibbons P (2019) What is scaffolding? National centre for english language teaching
and research, Macquarie University, Sydney, pp 8–16
Hoare A, Cornell S, Bertram C, Gallagher K, Heslop S, Lieven N, MacLeod C, Morgan J, Pickering A, Wells S, Willmore C (2008) Teaching against the grain: multi-disciplinary teamwork
effectively delivers a successful undergraduate unit in sustainable development. Environ Educ
Res 14(4):469–481. https://doi.org/10.1007/s10639-019-09886-3
Husbands CT, Davies A (2000) The teaching roles, institutional locations, and terms and conditions
of employment of part-time teachers in UK higher education. J Further High Educ 24(3):337–362.
https://doi.org/10.1080/030987700750022271
Kopnina H (2018) Teaching sustainable development goals in The Netherlands: a critical approach.
Environ Educ Res Routledge 24(9):1268–1283. https://doi.org/10.1080/13504622.2017.1303819
McGrath M (2020) Climate change: Australia fires will be ‘normal’ in warmer world, BBC News,
14 Jan. https://www.bbc.co.uk/news/science-environment-51094919. Accessed 27 Jan 2020
McLean S, Attardi SM (2018) Sage or Guide? Student perceptions of the role of the instructor in a
flipped classroom. Active Learn High Educ 1–13. https://doi.org/10.1177/1469787418793725
Michalopoulou E, Shallcross DE, Atkins E, Tierney A, Norman NC, Preist C, Ninos I (2019) The
end of simple problems: repositioning chemistry in higher education and society using a systems