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The rationale for adopting a flipped learning approach includes:
- Engaging students as active participants in their learning, encouraging greater autonomy in the learning process and helping learners construct their own understanding of knowledge through inquiry-based learning approaches (discovery, exploration, experimentation and co-creation);
- Developing learner graduate attributes, through a greater focus on learning process rather than content, including learners self-awareness, self-assessment and self-evaluation capabilities.
Achieving successful cross-institutional adoption of flipped learning requires:
- Breaking down boundaries between the traditional formal and informal learning environments; updating and increasing the provision of learning environments — classroom-based, learning commons and virtual — that encourage social and participatory approaches;
- Updating policy and procedures to encourage openness and increased flexibility; and manages to conflict between pedagogic and institutional flexibility;
- Investing in staff capability to support a changing emphasis of the teacher role to one that ‘scaffolds’ student learning;
- Develop and encourage an open and curation-focused in staff and students; encouraging staff and students to identify, develop and curate resources;