A student-led evaluation of flipped learning: developing ‘cooperative blended learning’ to build relationships and enhance learning and engagement in politics
Conference paper
Kenyon, S., Inge, J. and Dawes, R. 2021. A student-led evaluation of flipped learning: developing ‘cooperative blended learning’ to build relationships and enhance learning and engagement in politics.
| Authors | Kenyon, S., Inge, J. and Dawes, R. |
|---|---|
| Type | Conference paper |
| Description | We present a student-led evaluation of the online Level 5 Transport: Politics and Society module (TPS). We present academic and student perspectives. The idea for this session has been developed jointly by the module lead and two students. The presentation is student-led. The TPS module was delivered in line with the flipped learning method. Students were expected to watch 3-4 short (10-15 minutes), pre-recorded lectures, before attending a live online workshop. Lectures were interspersed with a range of tasks, designed to embed learning, deepen learning and/or build community: taking a walkabout to notice barriers to mobility in the built environment; participating in discussion boards; reading; watching documentaries; listening to music… In the workshops, we applied learning to solve transport-related problems, taken from that week’s news. The learning design was successful: engagement in learning activities was high; assessment outcomes were good; module evaluations were positive. However, there was something missing. In this presentation, we discuss why we would choose to continue with the asynchronous learning, post-pandemic, highlighting the many benefits that this brings. We then discuss why we would choose to conduct workshops face to face. We contrast our experiences of offline and online learning to highlight the importance of ‘cooperative learning’: learning from and with peers; learning from and through relationships; learning as part of a community. We discuss the role of body language in the development of community and mediation of power relationships. And we contrast our experience of ‘linear’ online discussions with ‘hyperlinked’ offline discussions. |
| Keywords | Online learning; Covid-19 pandemic; Student experience; Flipped learning; Pedagogy |
| Year | 2021 |
| Conference | CCCU Learning and Teaching Conference 2021 |
| File | License File Access Level Open |
| Publication process dates | |
| Deposited | 06 Sep 2023 |
https://repository.canterbury.ac.uk/item/95913/a-student-led-evaluation-of-flipped-learning-developing-cooperative-blended-learning-to-build-relationships-and-enhance-learning-and-engagement-in-politics
Download files
File
 | Kenyon-Dawes-Inge - submitted without notes .pptx | |
| License: CC BY-NC-ND 4.0 | ||
| File access level: Open | ||
81
total views26
total downloads21
views this month7
downloads this month
Export as
Related outputs
Reshaping HE provision for the commuter student market: Increasing financial stability and meeting our educational and environmental obligations
Kenyon, S. 2024. Reshaping HE provision for the commuter student market: Increasing financial stability and meeting our educational and environmental obligations.Civic education and active learning: Applying the CDIO and Debate models
Kenyon, S. and McMonagle, Robert 2024. Civic education and active learning: Applying the CDIO and Debate models .Commuter students: does reducing the need to travel enable more inclusive, equitable participation?
Kenyon, Susan 2024. Commuter students: does reducing the need to travel enable more inclusive, equitable participation? Widening Participation and Lifelong Learning. 26 (3), pp. 115-142. https://doi.org/10.5456/wpll.26.3.115Commuter students: Understanding their travel behaviour and reducing their environmental impact
Kenyon, S. 2024. Commuter students: Understanding their travel behaviour and reducing their environmental impact. in: Filho, W. L., Sima, M., Salvia, A. L., Kovaleva, M. and Manolos, E. (ed.) University Initiatives on Climate Change Education and Research London Springer.Inclusive transport, sustainability and travel behaviour change
Kenyon, S. 2024. Inclusive transport, sustainability and travel behaviour change.Recognising, understanding and addressing the environmental, network and social impacts of the student commute to university in the UK
Kenyon, S. 2024. Recognising, understanding and addressing the environmental, network and social impacts of the student commute to university in the UK.Understanding barriers to sustainable travel: Exploring the persistence of the car culture amongst young people in the UK
Kenyon, S. 2024. Understanding barriers to sustainable travel: Exploring the persistence of the car culture amongst young people in the UK.Reducing scope 3 emissions: commuter students.
Kenyon, S. 2024. Reducing scope 3 emissions: commuter students.Meeting the needs of our forgotten 40%: The rise of the commuter student
Kenyon, S. 2024. Meeting the needs of our forgotten 40%: The rise of the commuter student.Embedding the social sciences in engineering education: collaboration with a Politics degree
Kenyon, S. 2023. Embedding the social sciences in engineering education: collaboration with a Politics degree. in: Lyng, R., Bennedsen, J., Bettaieb, L., Bodsberg, N. R., Edstrom, K., Guojonsdottir, M. S., Roslof, J., Solbjorg, O. K. and Oien, G. (ed.) Proceedings of the 19th International CDIO Conference, Trondheim, Norway, 26-29 June 2023 Trondheim NTNU SEED.Conceive-Design-Implement-Operate: pedagogical innovation to enhance attainment, engagement, satisfaction and employability in political science
Kenyon, S. 2023. Conceive-Design-Implement-Operate: pedagogical innovation to enhance attainment, engagement, satisfaction and employability in political science . Journal of Political Science Education. 20 (2), pp. 240-252. https://doi.org/10.1080/15512169.2023.2284170The importance of commuter students in our future-focused transport strategy.
Kenyon, S. 2023. The importance of commuter students in our future-focused transport strategy.Increasing the employability of politics and international relations students: Adapting teaching methods to develop ‘industry-ready social scientists’
Kenyon, S. 2023. Increasing the employability of politics and international relations students: Adapting teaching methods to develop ‘industry-ready social scientists’.Enhancing the student experience while addressing the climate emergency
Kenyon, S. 2023. Enhancing the student experience while addressing the climate emergency.