Examining the flipped classroom approach to teaching in a creative development setting in higher education in South Africa.
| dc.contributor.advisor | Alexander, Neeske | en_ZA |
| dc.contributor.advisor | Costandius, Elmarie | en_ZA |
| dc.contributor.author | Viviers, Marita | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts. | en_ZA |
| dc.date.accessioned | 2019-02-26T04:58:00Z | |
| dc.date.accessioned | 2019-04-17T08:20:57Z | |
| dc.date.available | 2019-02-26T04:58:00Z | |
| dc.date.available | 2019-04-17T08:20:57Z | |
| dc.date.issued | 2018-04 | |
| dc.description | Thesis (MA)--Stellenbosch University, 2019. | en_ZA |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: tradisionele klaskameronderrig is onderwysers geneig om min interaksie met hul studente te hê. Die ‘omgekeerde’ klaskamerbenadering is in die kollig vir sy potensiaal as 'n nuwe opvoedkundige metode wat beter ondersteun word deur die huidige samewerkende konstruktivistiese opvoedingspraktyk. In die omgekeerde klaskameronderrig tree die dosent op as fasiliteerder, lei studente in gesprek, en begelei hulle op ‘n hoër vlak deur probleemgebaseerde leeraktiwiteite. ‘n Diepgaande ondersoek van die aanwending en resultate van 'n omgekeerde klaskamerbenadering is in 'n skeppende tersiêre opvoedkundige konteks gedoen. Vir hierdie ondersoek is twee klasse met studente wat vir dieselfde module ingeskryf het, gebruik. In albei die klasse is die omgekeerde klaskamerbenadering aangewend, en identiese opdragte is aan albei klasse se studente gegee. Sowel die dosent se waarnemings as data vanuit studentevraelyste is versamel en induktiewe inhoudsanalise is uitgevoer. Uit al die data wat ingesamel is, het 'n paar belangrike onderwerpe tydens data-analise na vore getree. Kennis wat verkry is, erkenning van medestudente en dosentbetrokkenheid was van die onderwerpe wat deur die studente sowel as die dosent as positief beskou is, met die uitsondering van werksladingverspreiding. Dit blyk dat deur die omgekeerde klaskamerbenadering aan te wend, ‘n positiewe ervaring en ‘n toename in verkryging van kennis bereik is. Van die aspekte wat uitgestaan het, was dat hierdie studente meer in groepsverband as individueel kon bereik, weens die metode van kennisoordrag en die verskillende vaardighede van elke student. Hierdie studente het ook interaktief binne 'n sosiale omgewing terugvoering gegee en elke klas in sy geheel het aan die terugvoering deelgeneem. | af_ZA |
| dc.format.extent | viii, 65 pages | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/105961 | en |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Flipped classroom education -- Curricula | en_ZA |
| dc.subject | Blended learning | en_ZA |
| dc.subject | Hybrid learning | en_ZA |
| dc.subject | Higer education -- South Africa | en_ZA |
| dc.subject | UCTD | |
| dc.title | Examining the flipped classroom approach to teaching in a creative development setting in higher education in South Africa. | en_ZA |
| dc.type | Thesis | en_ZA |