A policy analysis of flip classroom pedagogy in Scottish education literature and an investigation of the link between flip classroom and skills development

Abstract

The need for the traditional lecture education model to adapt to a more suitable and engaging approach, appropriate for twenty first century learners has been readily documented. However, education systems across the globe, typically, remain unchanged and fail to prepare learners with the skills required for life beyond school. This study focuses upon flip classroom, a student-led learning strategy, in which the pupil takes responsibility for the learning process and the skills that can be developed as a result of engaging in the pedagogy. Moreover, this research also analyses the prevalence of flip classroom and student-led learning language within Scottish education policy. Furthermore, the underlying pedagogy in literature produced by Skills Development Scotland (SDS), Education Scotland and the General Teaching Council for Scotland (GTCS) is assessed and further explored to identify the emphasis placed on skills development by these agencies. Critical Discourse Analysis (CDA) is used to analyse the linguistics within policy and literature from an interpretivist perspective. This research paradigm allows the available literature to be explored to ‘make sense’ of the language used in order to provide answers to the research objectives. The findings from this study indicate that the benefits of flip classroom pedagogy are ignored by Scottish education authorities, and a teacher-led approach to education is preferred. Furthermore, despite flip classroom pedagogy allowing learners to develop key skills, teachers are unsupported in the use of this pedagogy within the classroom. It is recommended that the Scottish education system recognises the benefits of flip classroom pedagogy in skills development and provides support to teachers who wish to engage learners using this strategy. This research further recommends that the Scottish Government conduct a review of education policy to ensure learners are prepared with the appropriate skills for life in twenty-first century Scotland, allowing learners to take responsibility and lead their own learning.