Creating Learning Communities through Flipped Classes: A Challenge, an Answer, or an Opportunity for Teaching Strategic Human Resource Management?

Autor/inn/en	Ranabahu, Nadeera; Almeida, Shamika
Titel	Creating Learning Communities through Flipped Classes: A Challenge, an Answer, or an Opportunity for Teaching Strategic Human Resource Management?
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 3, Artikel 3 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Educational Technology; Technology Uses in Education; Video Technology; Homework; Communities of Practice; Human Resources; Graduate Students; Foreign Countries; Teaching Methods; Student Diversity; Work Experience; Group Activities; Group Dynamics; Student Leadership; Cooperative Learning; Scaffolding (Teaching Technique); Interaction; Blended Learning; Learner Engagement; Peer Teaching; Australia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Community; Humankapital; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Employment experience; Job experience; Occupational experience; Berufserfahrung; Gruppenaktivität; Gruppendynamik; Studentenwerk; Kooperatives Lernen; Interaktion; Peer group teaching; Peer Group Teaching; Australien
Abstract	Teaching strategic human resource management to postgraduate students is becoming a challenge in countries like Australia, particularly due to the students undertaking postgraduate studies without relevant professional work experience. To address this, we used flipped teaching and learning activities and attempted to develop a learning community among multi-cultural postgraduate students who had no (or minimal) professional work experience. Using duoethnographic technique, we recorded our observations and reflections over three semesters in teaching strategic human resource management at postgraduate level in an Australian University. Our reflections demonstrate that community-based learning environment allows students without any relevant work experience to put strategic human resource management theories into practice whilst it allows students with previous work experience to gain leadership, mentoring, and advisory skills by acting as experts. Hence, this paper contributes to human resource management pedagogy by highlighting that flipped activities reflecting strategic human resource management principles contribute to: a) expansion of student learning practices and community boundaries, and b) expertise development. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01