Rose, Irene (2023) A phenomenographic analysis of how mature students accessing higher education in further education colleges experience flipped learning. Doctoral thesis, Liverpool Hope University.
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FINAL Irene Rose EdD Thesis 15010544.pdf - Published Version Restricted to Repository staff only until 1 July 2026. Available under License Creative Commons Attribution Non-commercial. Download (2MB) |
Abstract
The experiences of mature students accessing higher education through further education (HE in FE) is an under researched area. None-the-less, growing this provision has been a policy goal for several governments (Bullock & Henry, 2023). Concomitantly, over the past two decades flipped learning (FL) has come to be appreciated as a pedagogy that is well suited to meeting the pedagogic and employment skills aims of HE (Advance HE, 2017; Griffiths et al., 2018; Lage et al., 2000; Talbert, 2017).
In recognition of the above, this thesis presents a phenomenographic analysis of students’ experiences of FL on a HE in FE course. Analysis of ten semi-structured interviews was conducted to answer the research question: How do students conceptualise their experience of flipped learning? Phenomenography was selected as its focus is the people experiencing reality, rather than the phenomena being experienced (Marton, 1981). Phenomenographic analysis yielded four qualitatively different conceptions of the experience of learning via FL. Students conceptualised their experience of FL as A) having to take responsibility for your own learning, B) engaging with others and taking their
knowledge, C) engaging with others and sharing and exchanging knowledge with them and D) acquiring, building and enhancing academic and professional skills. While elements of the findings support previous studies on FL, this research demonstrates that FL is particularly well suited to support the learning of mature students studying HE in FE.
Findings indicated that FL offers opportunities to be more inclusive than traditional blended learning and is well suited to support students in taking responsibility for their learning. Additionally, findings suggested that FL offers more opportunities for positive emotional engagement in learning than traditional blended learning. For instance, with FL being experienced as creating ‘productive pressure’ and with learning being described as ‘fun’. Finally, reflecting on the research process the thesis offers
elaborations on phenomenographic analysis that are likely to assist future phenomenographers.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Additional Information and Comments: | Copyright © The Author 2023. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Matthew Adams |
| Date Deposited: | 29 Jun 2023 15:43 |
| Last Modified: | 12 Nov 2024 14:27 |
| URI: | https://hira.hope.ac.uk/id/eprint/3976 |
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