HE lite: exploring the problematic position of HE in FECs

Creasy, Rob

doi:10.1080/0309877x.2011.644772

Cited by 24 publications

(13 citation statements)

References 23 publications

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“…Much debate has been held concerning the role of lecturers delivering HE in further education colleges (FECs) with regards to research and scholarly activity (Creasy 2013;King et al 2014;Medcalf 2014). However, finding work published specifically by FE lecturers has proven problematic.…”

Section: Literature Reviewmentioning

confidence: 98%

The flipped classroom in further education: literature review and case study

Little

2015

Research in Post-Compulsory Education

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The flipped classroom seeks to remove didactic instruction from the classroom and deliver it via electronic videos outside of the classroom, leaving contact time free for more interactive and engaging teaching and learning activities. This paper has two distinct aims: (1) to conduct a literature review of published UK-based 'flipped classroom' studies and (2) to contribute to this field of study. The paper will show that there have been many published scholarly pieces on the flipped classroom in countries such as the USA, detailing flipped studies in both compulsory schooling and higher education. However, at the time of writing there have been no published papers concerning an implementation of the flipped classroom in the UK further education sector. In order to contribute to this gap in the field, the findings from a small-scale flipped classroom project based in a further education college will be presented and discussed. The study was conducted in the 2012/13 academic year whilst the author was undertaking initial teacher training. This case study yielded significant benefits to learners through adopting this approach. In addition to charting the effects of a flipped classroom upon attainment and engagement, the paper will discuss the often under-represented staff experience of flipping the classroom. IntroductionThe flipped classroom (FC) is an instructional methodology that means to reverse the traditional order of events in mainstream educational teaching delivery. Traditionally, the classroom has been reserved for instructional content, with work set to apply said content outside of the classroom, usually referred to as homework. The FC reverses this strategy and uses recorded lectures and videos to deliver instructional content outside of the classroom, enabling completion of homework during classroom time (Bergmann and Sams 2012, 13). Additionally, the flipped approach can, in some cases, lend itself positively towards a mastery-based approach. Here, the teacher is involved in facilitating classes where learners may be studying different parts of a syllabus at the same time. The FC has also been referred to as an inverted classroom (IC). However, for the purposes of clarity, this paper will consider the FC and IC one and the same. Throughout the paper, any reference to and discussion of the FC will include the IC.

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Section: Literature Reviewmentioning

confidence: 98%

The flipped classroom in further education: literature review and case study

Little

2015

Research in Post-Compulsory Education

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“…The paper reveals that HE in FE does more than it says on the tin. The current research by academics into this educational context outlines the complexity of provision in this area (Creasy 2013), the particular nature of education in this context (Burton, Lloyd and Griffiths 2011) and the variable level of professional staff who are operating within this educational field (Burkill, Rodway-Dyer and Stone 2008;Feather 2010Feather , 2012Wilson and Wilson 2011). I have argued that the complexity of HE in FE can be understood through applying an epistemological interpretation of theories of literacy as social practice (Barton 2007;Barton, Hamilton and Ivanić 2000;Gee 1996).…”

Section: Concluding Discussionmentioning

confidence: 99%

“…The pedagogy of these institutions is influenced by a number of variables including differing financial arrangements with University partners and differing structures of management. Some Colleges are more independent and have degree awarding powers, whereas other Colleges work more closely with their local University partners (Creasy 2013). In May 2015, approximately 175,000 students were studying at not only undergraduate levels but also at postgraduate levels in more than England.…”

Section: Research Contextmentioning

confidence: 99%

It does more than it says on the tin! Problematising higher education in further education in England

Ingleby

2017

Studies in Higher Education

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The research findings reveal that although some of the participants reflect some of the views of the policymakers, other interpretations of HE in FE are present that differ from the policy documents. The paper interprets this educational context according to a theoretical framework that is based on interpreting theories of literacy as social practice. This enables the content to make an original contribution in knowledge to an under-researched form of higher education in England.

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“…Such CBHE has not been without its critics. Creasy (2012) argues that HE is more than a qualification, and the HE ethos is missing from FECs due to the lack of research culture, however QAA reviews confirm that they were confident in the academic standards and quality of learning experiences offered (HEFCE 2006). Following Dearing's recommendations Fd provision grew rapidly (Scott, 2009), with an associated decline in student enrolments on HNDs and HNCs (Harvey, 2009).…”

Section: Introductionmentioning

confidence: 99%

An exploration of important factors in the decision-making process undertaken by foundation degree students with respect to level 6 progression

Schofield¹,

McKenzie

2017

Journal of Further and Higher Education

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Deciding what degree to study, and where, are very important decisions to make for a range of practical and economic reasons, and much research has been undertaken in this area. What has not been considered previously is the decision making processes of students who have completed an associate degree, such as a Higher National Diploma or Foundation Degree, and are now considering where to complete their Bachelor education. Associate degrees are often provided by further education colleges (FEC) in partnership with universities, and the choices available to collegebased higher education students are whether to continue at the college or move to university. A mixed methods approach was adopted comprising of an online questionnaire and subsequent focus groups of students studying at HE at a southwest FEC. The findings showed that there is equal importance placed on the practical issues of proximity and familiarity as there is on course suitability, with the only differences between those remaining at college and those moving to university being financially based.College-based higher education, higher education in further education, foundation degree, progression, decision-making, top-up degree

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HE lite: exploring the problematic position of HE in FECs

Cited by 24 publications

References 23 publications

The flipped classroom in further education: literature review and case study

The flipped classroom in further education: literature review and case study

It does more than it says on the tin! Problematising higher education in further education in England

An exploration of important factors in the decision-making process undertaken by foundation degree students with respect to level 6 progression

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