Document Type

Article

Rights

This item is available under a Creative Commons License for non-commercial use only

Disciplines

1.6 BIOLOGICAL SCIENCES, 5.3 EDUCATIONAL SCIENCES

Publication Details

Journal of Perspectives in Applied Academic Practice, 2, 30-39.


Abstract

Engaging students is a difficult task faced by all academics. Student engagement can be achieved by giving ownership of their learning back to the student and by carefully aligning the assessment methodology to the students learning and future employability. To promote learning ownership in this case-study, a group of final year students were involved in the design of the delivery (‘flipped classroom’) and assessment strategy (‘flipped assessment’) of the curriculum. Upon reflection, students noted a deep understanding of their self-selected topic by taking ownership of their learning and their ‘assessment for learning’ within the bounded learning environment. Additionally, students enhanced their soft skills and developed proficiencies appropriate for future employment and lifelong learning.

DOI

10.21427/D7MC90

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