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  • First inversion: A rationale for implementing the ‘flipped approach’ in tertiary music courses

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    91663_1.pdf (96.64Kb)
    Author(s)
    Grant, Catherine
    Griffith University Author(s)
    Grant, Catherine F.
    Year published
    2013
    Metadata
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    Abstract
    For several reasons, current models of tertiary education seem unviable. A shifting educational landscape with rising student numbers, an increasingly diverse student cohort, and high levels of student disengagement have led to concerns about the continued relevance of 'traditional' teaching and learning methods. At the same time, the possibilities opened up by digital technologies are both driving and necessitating radical shifts in pedagogical models. This situation underscores the need to investigate models that may address some of these shifts in higher education. In the Australian tertiary music sector, where some ...
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    For several reasons, current models of tertiary education seem unviable. A shifting educational landscape with rising student numbers, an increasingly diverse student cohort, and high levels of student disengagement have led to concerns about the continued relevance of 'traditional' teaching and learning methods. At the same time, the possibilities opened up by digital technologies are both driving and necessitating radical shifts in pedagogical models. This situation underscores the need to investigate models that may address some of these shifts in higher education. In the Australian tertiary music sector, where some institutions are struggling to retain quality tuition, this task is urgent. Taking as its point of departure a collaborative constructivist theoretical framework (Garrison & Akyol, 2009), this paper examines one pedagogical approach, the 'flipped classroom', for its potential to improve teaching and learning outcomes in tertiary music courses. Benefits, challenges and disadvantages of this model are discussed, as well as suggestions for implementation and further research. The author hopes to encourage consideration of flipped learning as a credible, evidence-based, and educationally sound new direction for tertiary music education.
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    Journal Title
    Australian Journal of Music Education
    Volume
    1
    Publisher URI
    https://search.informit.org/doi/10.3316/informit.194668467340281
    Copyright Statement
    © 2013 ASME and the Author. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Musicology and Ethnomusicology
    Education
    Psychology and Cognitive Sciences
    Studies in Creative Arts and Writing
    Publication URI
    http://hdl.handle.net/10072/57265
    Collection
    • Journal articles

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