'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

This article explores action research that introduced a flipped-classroom approach to teaching dissertation writing. The cohort involved postgraduates studying at master’s level, with a high proportion of international students. Dissertation writing had previously been taught in a lecture-based form...

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Autor principal:	Jessica Clare Hancock
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	flipped classroom dissertation writing international students postgraduate videos academic writing Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/a9a138f0b77c4fde82d8bae2beaccd5a
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spelling	oai:doaj.org-article:a9a138f0b77c4fde82d8bae2beaccd5a2021-11-29T14:02:28Z'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing10.47408/jldhe.v0i16.4851759-667Xhttps://doaj.org/article/a9a138f0b77c4fde82d8bae2beaccd5a2019-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/485https://doaj.org/toc/1759-667XThis article explores action research that introduced a flipped-classroom approach to teaching dissertation writing. The cohort involved postgraduates studying at master’s level, with a high proportion of international students. Dissertation writing had previously been taught in a lecture-based format, with limited time for activities. Moving some of the information-based content to online videos, which students were asked to watch before the teaching sessions, meant that face-to-face content could be entirely based around active learning and a social-constructivist approach. The students who experienced this flipped-classroom approach became more positive about the use of online videos during the teaching period. Many favourable comments were made about the videos, although several students appeared to prefer to use video content as a recap of face-to-face teaching, rather than appreciating a true flipped-classroom approach. Nevertheless, students agreed that the face-to-face activities helped put their learning from the videos into practice, the videos helped them to complete face-to-face activities, and that the teaching was beneficial for their dissertation writing abilities. Despite an absence of existing research for this context, a flipped-classroom approach to teaching dissertation writing is therefore recommended, as long as the students are fully briefed about the reasons for teaching in this way. This teaching method may be particularly beneficial for postgraduate students who are familiar with online learning through videos in earlier parts of their master’s level courses. Jessica Clare HancockAssociation for Learning Development in Higher Education (ALDinHE)articleflipped classroomdissertation writinginternational studentspostgraduatevideosacademic writingTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 16 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	flipped classroom dissertation writing international students postgraduate videos academic writing Theory and practice of education LB5-3640
spellingShingle	flipped classroom dissertation writing international students postgraduate videos academic writing Theory and practice of education LB5-3640 Jessica Clare Hancock 'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing
description	This article explores action research that introduced a flipped-classroom approach to teaching dissertation writing. The cohort involved postgraduates studying at master’s level, with a high proportion of international students. Dissertation writing had previously been taught in a lecture-based format, with limited time for activities. Moving some of the information-based content to online videos, which students were asked to watch before the teaching sessions, meant that face-to-face content could be entirely based around active learning and a social-constructivist approach. The students who experienced this flipped-classroom approach became more positive about the use of online videos during the teaching period. Many favourable comments were made about the videos, although several students appeared to prefer to use video content as a recap of face-to-face teaching, rather than appreciating a true flipped-classroom approach. Nevertheless, students agreed that the face-to-face activities helped put their learning from the videos into practice, the videos helped them to complete face-to-face activities, and that the teaching was beneficial for their dissertation writing abilities. Despite an absence of existing research for this context, a flipped-classroom approach to teaching dissertation writing is therefore recommended, as long as the students are fully briefed about the reasons for teaching in this way. This teaching method may be particularly beneficial for postgraduate students who are familiar with online learning through videos in earlier parts of their master’s level courses.
format	article
author	Jessica Clare Hancock
author_facet	Jessica Clare Hancock
author_sort	Jessica Clare Hancock
title	'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing
title_short	'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing
title_full	'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing
title_fullStr	'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing
title_full_unstemmed	'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing
title_sort	'it can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/a9a138f0b77c4fde82d8bae2beaccd5a
work_keys_str_mv	AT jessicaclarehancock itcantbefoundinbookshowaflippedclassroomapproachusingonlinevideoscanengagepostgraduatestudentsindissertationwriting
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'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

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