An Exploratory Investigation of a Flipped Classroom Model in Human Services Education

• Main Authors: Nicola A. Meade, Narketta M. Sparkman-Key PhD
• Format: Article
• Language: English
• Published: Ralph W. Steen Library, Stephen F. Austin State University 2019-01-01
• Series: Journal of Human Services: Training, Research, and Practice
• Subjects: flipped classroom; skills development; bloom’s taxonomy; human services; higher education; blended learning; active learning
• Online Access: https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1058&context=jhstrp

Human services education has unique needs due to the practical elements that are a part of preparing students for the field. One aspect is for students to graduate with a firm capacity to enact the skill detailed by the National Organization of Human Services (NOHS, n.d.). A blending of on-campus and on-line components has been found to encourage higher order thinking and offer experiential learning (Rehfuss, Kirk-Jenkins, & Milliken, 2015). The flipped classroom pedagogical model offers one potential way for educators to create an environment that facilitates the learning needed and recommended. This study altered a class to the flipped classroom model, and then used two type of data collection, a survey given twice during a semester and reflections written as a part of the class’ expectation. This was done to explore human services undergraduates’ reactions to the pedagogical model. Implications and lines of further enquiry are included.