TITLE:
The Flipped Classroom for Teaching Millennials: A Competency-Based Pedagogical Approach
AUTHORS:
Josephine Chinying Lang
KEYWORDS:
Pedagogy, Sustainability, Knowledge Epistemology, Social Construction of Reality, Flipped Classroom, Millennials
JOURNAL NAME:
Creative Education,
Vol.8 No.10,
August
8,
2017
ABSTRACT: This paper describes a competency-based pedagogical framework as the basis
for designing a flipped classroom for millennials taking an undergraduate
course on sustainable business. Its theoretical underpinnings are culled from
the literatures on learner empowerment, epistemological belief systems, and
the social construction of knowledge. The desired learning outcomes of this
pedagogical framework include the development of cognitive competencies,
collaborative knowledge acquisition skills, and motivational skills. In a flipped
classroom of an undergraduate sustainability course, students acquired these
competencies and skills to use intelligently information about sustainability
which they found on the Internet. The paper describes in some detail how the
course was taught in an actual class to impart such competencies and skills.
The flipped-classroom pedagogy allows for better student learning outcomes
by incorporating student collaboration, and by fostering critical thinking and
ethical reasoning. The paper demonstrates how teacher and student benefit
from the competency-based pedagogical approach within a flipped-classroom
format. This approach moves beyond the traditional giver and receiver format
to a more fellow-explorer format.