Micro-Modules and Team-Based Learning to Support a Flipped-classroom Pedagogy: Experience from the Master of Science Program in Speech-Language-Pathology
Refereed conference paper presented and published in conference proceedings

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AbstractFlipped classroom learning encourages students to take responsibility for their own learning and to be actively engaged in exploring materials. This project aims to make use of micro-modules and team-based learning to (1) prepare students to acquire the basic knowledge of related subjects; (2) to experience relevant clinical activities/materials and (3) to provide direction of self-learning.

Ten tailor-made micro-modules, ranging from 2 to 6 minutes, were developed in the form of animation with narration covering subject areas of a) language disorder, b) speech sound disorders, c) test development, d) fluency disorder and e) augmentative and alternative communication.

Produced micro-modules were uploaded and logged to the LMS of CUHK (Blackboard) under the courses. Students were asked to go through the micro-modules before class. During class time, students were actively involved in in-class learning activities on team basis. Answers to the questions raised in the micro-modules were eventually found out through the interactive learning processes.

The Course and Teaching Evaluation (CTE) score in the first term of 2018-19 reached an encouraging average rating of 5.16 out of 6 in relation to eLearning. Students commented that they found the eLearning useful as pre-engagement before class teaching and also helpful in understanding respective course content.
All Author(s) ListLee K. Y. S., Kan J. S. L., Tong M. C. F.
Name of ConferenceTeaching and Learning Innovation Expo 2019/20, The Chinese University of Hong Kong
Start Date of Conference28/07/2020
End Date of Conference30/07/2020
Place of ConferenceOnline
Country/Region of ConferenceHong Kong
LanguagesEnglish-United States
Keywordsflipped classroom, Speech-Language-Pathology

Last updated on 2021-14-01 at 11:54