Flipped Classroom Approach
Micro-Modules and Team-Based Learning to Support a Flipped-classroom Pedagogy: Experience from the Master of Science Program in Speech-Language-Pathology
Prof. Kathy Yuet-sheung LEE, Department of Otorhinolaryngology, Head and Neck Surgery, Institute of Human Communicative; Prof. Michael Chi-fai TONG, Department of Otorhinolaryngology, Head and Neck Surgery & Institute of Human Communicative; Prof. Jason Ying Kuen CHAN, Department of Otorhinolaryngology, Head and Neck Surgery & Institute of Human Communicative
Abstract / Video
Flipped classroom learning encourages students to take responsibility for their own learning and to be actively engaged in exploring materials. This project aims to make use of micro-modules and team-based learning to (1) prepare students to acquire the basic knowledge of related subjects; (2) to experience relevant clinical activities/materials and (3) to provide direction of self-learning.
Ten tailor-made micro-modules, ranging from 2 to 6 minutes, were developed in the form of animation with narration covering subject areas of a) language disorder, b) speech sound disorders, c) test development, d) fluency disorder and e) augmentative and alternative communication.
Produced micro-modules were uploaded and logged to the LMS of CUHK (Blackboard) under the courses. Students were asked to go through the micro-modules before class. During class time, students were actively involved in in-class learning activities on team basis. Answers to the questions raised in the micro-modules were eventually found out through the interactive learning processes.
The Course and Teaching Evaluation (CTE) score in the first term of 2018-19 reached an encouraging average rating of 5.16 out of 6 in relation to eLearning. Students commented that they found the eLearning useful as pre-engagement before class teaching and also helpful in understanding respective course content.