Growth of Pedagogical Practice in an Active Multidisciplinary FLC on Flipped Learning

Authors

Grace Onodipe, Georgia Gwinnett CollegeFollow
Michelle Robbins, Georgia Gwinnett CollegeFollow
Gwendoline Ayuninjam, Georgia Gwinnett CollegeFollow
Tashana Howse, Georgia Gwinnett CollegeFollow
Adrienne Cottrell-Yongye, Georgia Gwinnett CollegeFollow
Jayme Curry-Savage, Georgia Gwinnett CollegeFollow

Abstract

Faculty Learning Communities (FLCs) have gained a lot of attention in higher education. Research has shown that they support student learning, faculty development, and congenial relations among faculty. This paper will shed light on a successful, multidisciplinary FLC comprised of nine faculty members who engaged in Flipped Classroom pedagogy over a two-year period. Guided by Cox’s (2015) recommendations, the FLC members sought to improve their students’ learning while at the same time enhance their instructional practice. Participation in the FLC led to (1) course redesign, (2) instructional redesign, (3) professional growth, and (4) a sense of community.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Onodipe, Grace; Robbins, Michelle; Ayuninjam, Gwendoline; Howse, Tashana; Cottrell-Yongye, Adrienne; and Curry-Savage, Jayme (2020) "Growth of Pedagogical Practice in an Active Multidisciplinary FLC on Flipped Learning," International Journal for the Scholarship of Teaching and Learning: Vol. 14: No. 2, Article 2.
Available at: https://doi.org/10.20429/ijsotl.2020.140202