Experiences of Implementing a Large-Scale Blended, Flipped Learning Project

Abstract

In the context of ongoing global adoption of all forms of technology, e-learning has continued to evolve, informed by a growing body of research. Many schools, tertiary institutions, and other organizations are implementing a variety of e-learning initiatives, although frequently it appears the investment does not always equate to more engaged, knowledgeable, skilled learners. Tertiary education in Aotearoa, New Zealand covers all post-secondary education and is analogous to the term higher education in other countries. This chapter draws on the implementation of a large-scale blended, flipped learning project at a tertiary institution in Aotearoa, New Zealand. The project (within the Health Science faculty) was driven by a desire to improve student learning experiences and develop a common semester with a suite of interdisciplinary postgraduate qualifications. The discussion is based on personal reflections, which provide different perspectives of the initial phases, from three participants in the associated study (two of whom are also the authors of this chapter). During the project, two key prevalences were observed. The first was an ingrained set of beliefs, often unquestioned, that shaped overall expectations of what an e-learning experience might comprise. Interpretations and implications are discussed using the lens of mindsets to illustrate how beliefs of “self” fundamentally influence a person's ability to embrace—and thrive in—a period of change. The second prevalence was a familiarity with large-scale, “monolithic” e-learning developments, which translated into discomfort with an agile approach. The overall aim of this chapter is to provide sufficient detail to draw educators and administrators together to apply the recommendations offered, while providing support for “change agents,” as well as those ambivalent about reform. The authors are keen to highlight how ultimately rewarding, but also emotionally and physically demanding, the implementation of reform can be for those educators on the front lines.