Growth of Pedagogical Practice in an Active Multidisciplinary FLC on Flipped Learning

• Main Authors: Grace Onodipe, Michelle Robbins, Gwendoline Ayuninjam, Tashana Howse, Adrienne Cottrell-Yongye, Jayme Curry-Savage
• Format: Article
• Language: English
• Published: Georgia Southern University 2020-11-01
• Series: International Journal for the Scholarship of Teaching and Learning
• Subjects: faculty learning community; flipped learning; flipped classroom; faculty development
• Online Access: https://digitalcommons.georgiasouthern.edu/ij-sotl/vol14/iss2/2

Faculty Learning Communities (FLCs) have gained a lot of attention in higher education. Research has shown that they support student learning, faculty development, and congenial relations among faculty. This paper will shed light on a successful, multidisciplinary FLC comprised of nine faculty members who engaged in Flipped Classroom pedagogy over a two-year period. Guided by Cox’s (2015) recommendations, the FLC members sought to improve their students’ learning while at the same time enhance their instructional practice. Participation in the FLC led to (1) course redesign, (2) instructional redesign, (3) professional growth, and (4) a sense of community.