In a flipped classroom, students engage in active learning
during class time and have individual information‑transmission
outside class time. University students need to complete the
pre/post‑class activities to fully benefit from flipped classroom.
It is important that teachers adopt practical methods including
teacher‑student out‑of‑classroom communication (OCC) to help
students manage their time effectively and stay on task. This
research examines the practice of OOC in a flipped first‑year
postgraduate Business Law course at an Australian university that
comprises a large overseas student cohort. By means of a
questionnaire, the researcher collected data about student
perceptions of OCC, their motives for engaging in OCC, and the
change of the motives in a flipped classroom. Student demographics,
online participation, and academic performance data were exported
from the university database. The student answers, participation,
and performance were measured and compared with t‑tests. The
preliminary results show that in a flipped classroom, students were
more motivated to engage in OCC. Moreover, the short‑term online
participation improved for the students who were communicated by the
teacher outside classroom. However, an analysis of the data
indicated no statistically significant difference in students’
academic performance. In the concluding sections of this paper, the
limitations of this study are acknowledged, followed by several
recommendations for future research.
In the current neoliberal agenda, universities require Educational Designers (EDs) to establish influence and ensure the improvements in education for the benefit of graduates. The preservation of high-quality teaching is fundamental in connecting educators with students, which was crucial during the COVID-19 pandemic. Yet, the influence of EDs on affecting a change in teaching practice has not been adequately explored. This case study collected qualitative survey responses from seventeen EDs in one Australian university, and used inductive thematic analysis to explore how they attempted to influence academics to change teaching practices. Results indicated a definitive need to collaborate with academics to implement the desired changes. Moreover, strong professional relationships with academics, effective communication, and creating a favourable environment were important to the EDs’ influence attempts. Cultural challenges within the university was an interesting discovery regarding influence capability. These findings provide key insights into how EDs support a change in educational practice within the university environment.
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