Embracing diversity through a flipped classroom model: Recommendations for inclusive tertiary education
Tracks
4
Diversity, Equity and Inclusion (DE&I)
Education
Inclusive education
| Saturday, June 14, 2025 |
| 1:55 PM - 2:05 PM |
Overview
Clancy Conlon
Details
⏫ Research insights
⏲️ 1.55pm - 2.15pm
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 1.55pm - 2.15pm
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Miss Clancy Conlon
CQUniversity
Embracing diversity through a flipped classroom model: Recommendations for inclusive tertiary education
1:55 PM - 2:15 PMPresentation summary
Background: Speech Pathology Australia’s strategic plan aims to grow a diverse, skilled and sustainable speech pathology workforce. However, traditional speech pathology courses which rely solely on face-to-face learning, may not be accessible for students from diverse backgrounds. Therefore, there is a need to address equitable educational access balanced with the requirements for hands-on learning in allied health disciplines. The speech pathology and occupational therapy programs at CQUniversity have designed a refreshed, innovative, student-centred curriculum based on the principles of contemporary flipped classroom design.
Aim: To examine student knowledge, confidence and satisfaction with the flipped classroom experience in addition to exploring barriers and facilitators. Data from this research will be used to develop a practical guide for tertiary educators wanting to pursue best practice in technical, competency-based programmes.
Method: A case study design collected quantitative and qualitative data of speech pathology and occupational therapy students in the form of a survey, focus groups, unit evaluation data and educator reflections. This method allowed data to be triangulated to draw a single set of ‘cross-case’ conclusions.
Results: Implementing a flipped classroom model allowed for greater flexibility, making education more accessible and universally designed to meet diverse student needs. Importantly, the acquisition of both technical and soft skills was not compromised. Key strategies to overcome potential barriers are recommended.
Conclusion: This case study research investigating the use of flipped classroom design as an approach to developing highly skilled future allied health practitioners has revealed promising opportunities for flexibility in curriculum design. By integrating flipped classroom principles, educators can foster a more accessible and inclusive learning environment without compromising essential technical and soft-skill development. These findings point to significant opportunities for educators nationwide to adopt flipped classroom designs in speech pathology courses, thereby enhancing both educational quality and accessibility.
Aim: To examine student knowledge, confidence and satisfaction with the flipped classroom experience in addition to exploring barriers and facilitators. Data from this research will be used to develop a practical guide for tertiary educators wanting to pursue best practice in technical, competency-based programmes.
Method: A case study design collected quantitative and qualitative data of speech pathology and occupational therapy students in the form of a survey, focus groups, unit evaluation data and educator reflections. This method allowed data to be triangulated to draw a single set of ‘cross-case’ conclusions.
Results: Implementing a flipped classroom model allowed for greater flexibility, making education more accessible and universally designed to meet diverse student needs. Importantly, the acquisition of both technical and soft skills was not compromised. Key strategies to overcome potential barriers are recommended.
Conclusion: This case study research investigating the use of flipped classroom design as an approach to developing highly skilled future allied health practitioners has revealed promising opportunities for flexibility in curriculum design. By integrating flipped classroom principles, educators can foster a more accessible and inclusive learning environment without compromising essential technical and soft-skill development. These findings point to significant opportunities for educators nationwide to adopt flipped classroom designs in speech pathology courses, thereby enhancing both educational quality and accessibility.
Refrences
Berg, A.L., Ibrahim, H., Magaster, H., Rice, S. and Salbod, S., 2015. Flipping Over the Flipped Classrooms. Contemporary Issues in Communication Science and Disorders, 42(Spring), pp.16-25.
Groves, O. and O’Shea, S., 2019. Learning to ‘be’ a university student: First in family students negotiating membership of the university community. International Journal of Educational Research, 98, pp.48-54.
Naing, C., Whittaker, M. A., Aung, H. H., Chellappan, D. K., & Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell systematic reviews, 19(3), e1339.
Speech Pathology Australia. (2023). Strategic plan 2023-2025. https://speechpathologyaustralia.cld.bz/Speech-Pathology-Australia-Strategic-Plan-2023-2025/2/
Yin, R. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Groves, O. and O’Shea, S., 2019. Learning to ‘be’ a university student: First in family students negotiating membership of the university community. International Journal of Educational Research, 98, pp.48-54.
Naing, C., Whittaker, M. A., Aung, H. H., Chellappan, D. K., & Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell systematic reviews, 19(3), e1339.
Speech Pathology Australia. (2023). Strategic plan 2023-2025. https://speechpathologyaustralia.cld.bz/Speech-Pathology-Australia-Strategic-Plan-2023-2025/2/
Yin, R. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
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Clancy Conlon is a lecturer at CQUniversity in Rockhampton, QLD. Clancy’s teaching areas include paediatric speech and language as well as augmentative and alternative communication across the lifespan. Clancy is currently enrolled in her PhD through CQUniversity investigating the training experiences, attitudes and self-perceived competence and confidence of Australian speech language pathologists in Augmentative and Alternative Communication. Clancy continues to provide clinical services within the disability sector in Australia and overseas in under resourced settings.
Session chair
Asta Fung
Charles Sturt University
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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