Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors

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....

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Autores principales:	Robert Akparibo, Hibbah Araba Osei-Kwasi, Evans Atiah Asamane
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Flipped learning Postgraduate students Tutors Public health And higher education Special aspects of education LC8-6691 Information technology T58.5-58.64
Acceso en línea:	https://doaj.org/article/0fede2cf8eab48c58db627dd482a3c3b
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spelling	oai:doaj.org-article:0fede2cf8eab48c58db627dd482a3c3b2021-11-07T12:23:27ZFlipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors10.1186/s41239-021-00294-72365-9440https://doaj.org/article/0fede2cf8eab48c58db627dd482a3c3b2021-11-01T00:00:00Zhttps://doi.org/10.1186/s41239-021-00294-7https://doaj.org/toc/2365-9440Abstract 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.Robert AkpariboHibbah Araba Osei-KwasiEvans Atiah AsamaneSpringerOpenarticleFlipped learningPostgraduate studentsTutorsPublic healthAnd higher educationSpecial aspects of educationLC8-6691Information technologyT58.5-58.64ENInternational Journal of Educational Technology in Higher Education, Vol 18, Iss 1, Pp 1-16 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Flipped learning Postgraduate students Tutors Public health And higher education Special aspects of education LC8-6691 Information technology T58.5-58.64
spellingShingle	Flipped learning Postgraduate students Tutors Public health And higher education Special aspects of education LC8-6691 Information technology T58.5-58.64 Robert Akparibo Hibbah Araba Osei-Kwasi Evans Atiah Asamane Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors
description	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.
format	article
author	Robert Akparibo Hibbah Araba Osei-Kwasi Evans Atiah Asamane
author_facet	Robert Akparibo Hibbah Araba Osei-Kwasi Evans Atiah Asamane
author_sort	Robert Akparibo
title	Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors
title_short	Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors
title_full	Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors
title_fullStr	Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors
title_full_unstemmed	Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors
title_sort	flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/0fede2cf8eab48c58db627dd482a3c3b
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Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors

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