The influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students
| dc.contributor.advisor | Louw, Alwyn Jacobus Nicolaas | en_ZA |
| dc.contributor.advisor | Van As, Johannes Jacobus | en_ZA |
| dc.contributor.author | Visser, Monique | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education. | en_ZA |
| dc.date.accessioned | 2018-01-16T05:35:47Z | |
| dc.date.accessioned | 2018-04-09T06:51:47Z | |
| dc.date.available | 2018-01-16T05:35:47Z | |
| dc.date.available | 2018-04-09T06:51:47Z | |
| dc.date.issued | 2018-03 | |
| dc.description | Thesis (MMed)--Stellenbosch University, 2018. | en_ZA |
| dc.description.abstract | ENGLISH SUMMARY : Students base their approaches to learning on their perceptions of the educational practices that they are exposed to. The significance of selected educational models is therefore not to be underestimated in higher education. The main aim of this study was to explore the influence of a flipped classroom on first-year Speech-Language and Hearing Therapy students’ approaches toward learning. After being exposed to a series of four consecutive flipped classrooms over a four-week period, 24 students participated in focus groups about their learning experiences during the flipped instruction. Qualitative, descriptive data analysis was conducted to explore students’ engagement in three critical types of activities for quality of learning: (a) cognitive processing; (b) affection or motivation; and (c) metacognitive regulation (Vermunt & Verloop, 1999). Results showed that the flipped classroom model facilitated the participants’ engagement in cognitive processing, fostered intrinsic motivation and encouraged metacognitive activity. This study adds to the existing literature on effective instructional models in health professions education and provides guidance to educators in utilising this educational model to promote a deep approach to learning. Finally, this study emphasises the importance of curricular design and the crucial role of learning experiences when preparing students for their future careers. Recommendations for future research are discussed. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Studente baseer hul benaderings tot leer op hul persepsies van die opvoedkundige praktyke waaraan hulle blootgestel word (Ramsden, Reynolds, & Brown, 1988). Die rol van geselekteerde opvoedkundige modelle in hoër onderwys behoort dus nie onderskat te word nie. Die hoofdoel van hierdie studie was om die invloed van ’n omgekeerde klaskamer (“flipped classroom”) op Spraak-Taal en Gehoorterapie-studente in hul eerste jaar se benaderings tot leer te verken. Na afloop van blootstelling aan ’n reeks van vier opeenvolgende omgekeerde klaskamers, het 24 studente aan fokusgroepe oor hulle leerervarings tydens die omgekeerde onderrig deelgeneem. Kwalitatiewe, beskrywende data-ontleding is uitgevoer om studente se betrokkenheid in drie kritiese tipe aktiwiteite vir kwaliteitleer te verken: (a) kognitiewe prosessering, (b) affeksie of motivering en (c) metakognitiewe regulering (Vermunt & Verloop, 1999). Resultate het aangedui dat die omgekeerdeklaskamermodel kognitiewe prosessering by die deelnemers gefasiliteer het, intrinsieke motivering gekoester het en metakognisie aangemoedig het. Hierdie studie lewer ’n bydrae tot die bestaande literatuur oor effektiewe onderrigmodelle in gesondheidsberoepe-onderrig en verskaf leiding aan opvoeders wat hierdie opvoedkundige model benut om ’n diep benadering tot leer te bevorder. Laastens beklemtoon die studie die belang van kurrikulêre ontwerp en die kritieke rol wat studente se leerervarings speel wanneer hulle vir hul toekomstige beroepe voorberei word. Aanbevelings vir toekomstige navorsing word bespreek. | af_ZA |
| dc.format.extent | xi, 73 pages ; illustrations, includes annexures | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/103284 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | |
| dc.rights.holder | Stellenbosch University | |
| dc.subject | Blended learning -- Psychological aspects | en_ZA |
| dc.subject | Medical students -- Attitudes | en_ZA |
| dc.subject | Curriculum evaluation -- Research | en_ZA |
| dc.subject | UCTD | |
| dc.title | The influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students | en_ZA |
| dc.type | Thesis | en_ZA |