Journal of Human Services: Training, Research, & Practice
3 (38 pp.)
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.
0000-0002-5476-3535 (Meade), 0000-0002-1438-6704 (Sparkman-Key)
Original Publication Citation
Meade, N. A., & Sparkman-Key, N. M. (2019). An exploratory investigation of a flipped classroom model in human services education. Journal of Human Services: Training, Research, & Practice, 4(1), 3.
Meade, Nicola A. and Sparkman-Key, Narketta M., "An Exploratory Investigation of a Flipped Classroom Model in Human Services Education" (2019). Counseling & Human Services Faculty Publications. 55.