Browsing by Author "Viviers, Marita"

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    Examining the flipped classroom approach to teaching in a creative development setting in higher education in South Africa.
    (Stellenbosch : Stellenbosch University, 2018-04) Viviers, Marita; Alexander, Neeske; Costandius, Elmarie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.
    ENGLISH ABSTRACT: In a traditional classroom setting teachers tend to teach their class with little interaction with their students. The ‘flipped’ classroom approach has received attention for its potential as a new educational method that is better supported by current collaborative constructivist educational practice. In flipped classroom teaching, I acted as a facilitator, directing students in conversation and higher-level problem-based learning activities. An in-depth exploration was undertaken of the application and results of a flipped classroom in a creative tertiary educational context. For this study, two classroom groups of students, enrolled for the same module, were used. In both of the two classrooms the flipped classroom approach was employed, and identical assignments were given to both classes of students. Lecturer observations as well as student questionnaire data were gathered, and inductive content analysis was performed. From all the data gathered, a couple of important subjects or topics were often found during data analysis. Knowledge gained, peer recognition and lecturer involvement were some of the topics that were perceived as positive by the students as well as the researcher, with the exception of workload distribution that was not perceived as equally divided. Thus, it appears as if positive perception, experience and knowledge gain were achieved by implementing the flipped classroom teaching style. One of the aspects that stood out was that some of these students perceived that they could achieve more in a group setting, as a result of the knowledge transfer and differing skills of each student. These students also interacted in a social community setting by providing feedback and discussing whole class input.