Getting students to ‘do’ introductory sociology: Analysis of a blended and flipped interactive workshop model

Abstract

<jats:p> Blended learning and flipped classroom models are increasingly encouraged in higher education, where notions of flexibility and technological development inform institutional systems and strategies. This article presents results from an Australian study on redesigning and delivering an introductory sociology course using a combination of such models. Four central elements of the redesign are highlighted: overall course format; use of mini-lectures; face-to-face activities; and our assessment model. We present analysis of students’ and instructors’ understandings and experiences of the redesign over three course iterations to offer insight into the unfolding and responsive dynamics involved in implementing blended and flipped models. We aim to contribute to the ongoing implementation of similar models in the context of changing institutional environments and expectations, as well as to broader projects for pedagogical enrichment in sociology. </jats:p>

Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy

“…In our data, instructors and students struggled with feelings of isolation and the increased requirements of remote courses, which reflect similar challenges discussed in the literature on online and remote instruction (Baker et al 2020; Conrad and Donaldson 2012; Driscoll et al 2012; Vaughan 2007; Welker and Berardino 2005). Few studies, however, have considered these challenges in conjunction with the circumstances of a global pandemic, which exacerbated existing problems and created new struggles for both students and instructors ( Eringfeld 2021; Gillis and Krull 2020; Hughes 2020; Kaplan-Rakowski 2021; Karakaya 2021; Mehrotra 2021; Rapanta et al 2020).…”

“…In doing so, many instructors addressed the remote-teaching challenge of providing flexibility without losing feelings of belonging to a community, which is an issue raised by experts on remote teaching (Baker et al 2020; Conrad and Donaldson 2012; Driscoll et al 2012; Eringfeld 2021; Gillis and Krull 2020; Hsiao 2010; Wanner and Palmer 2015). Searching for this balance aligned many instructors with several principles of care-informed pedagogy, including the importance of fostering a community among students, facilitating interactions between students and instructors, and making students feel heard through discussion (Baker et al 2020; Imad 2020; Robinson et al 2020; Walker-Gleaves 2019). These design decisions in response to the challenges of remote teaching during COVID-19 highlight the value of care-informed pedagogy.…”

“…Flexibility in course format diversifies when, where, and how students complete the course. Central to these conversations is how format choices—largely between asynchronous and synchronous content—affect the accessibility of learning, quality of community-building opportunities, and effectiveness of assessment types (Baker et al 2020; Driscoll et al 2012; Gillis and Krull 2020; Welker and Berardino 2005).…”

“…Asynchronous instruction includes course materials and activities that students complete individually, which improves accessibility for students across different time zones, study spaces, and scheduling needs (Bridgland and Blanchard 2001; Collis and Moonen 2002; Hill 2006; Nave 2021; Van den Brande 1992). This flexibility, however, may overwhelm students, especially when assignments lack structure or clear purpose (Baker et al 2020; Rapanta et al 2020; Vaughan 2007; Welker and Berardino 2005). The flexibility of asynchronous learning also cannot compromise instructor engagement with students and student engagement with each other (Conrad and Donaldson 2012; Driscoll et al 2012; Eringfeld 2021; Gillis and Krull 2020).…”

“…Concerns about instructor presence and community-building efforts have led scholars to consider the role of synchronous instruction in remote learning (Garrison and Vaughan 2008; Hsiao 2010; Skylar 2009). Synchronous instruction occurs when the instructor and students participate at the same time, which facilitates instructor participation in discussions, opportunities for feedback, and connections among students (Baker et al 2020; Garrison and Vaughan 2008; Hsiao 2010; Rapanta et al 2020; Skylar 2009; Vaughan 2010). Synchronous elements can thus reduce feelings of isolation in remote learning environments.…”