How can Flipped Classroom Activities Support Teacher Motivation?

This paper proposes an alternative way of engaging the students. Instead of written assignments, the students are to hand in Podcasts or recordings of a selected topic in groups of up to 3 persons. The podcasts and recordings will be available to the class after a process of feedback from a peer group and the lecturer. In this way, it is possible to utilize the curriculum to co-create in groups, to share knowledge and to support critical thinking and critical reflection. There will be rules as to what the peer group is to comment on and the way they will offer their comments. As the course in question is an e-learning course in "Digital Work Forms in Organizations" at the Inland Norway University of Applied Sciences, the digitalization of the assignment is regarded as appropriate. The peer evaluation will support the teacher in the way that it will prepare the work for the teacher and thus contribute to reduce the workload, as well as the finished assignment is a shared product that will support and enhance the course content. The students will also benefit from this as they are provided with an opportunity of meta learning from the assignment and peer-reviewing. Another important aspect to support the teacher motivation is to have time to reflect and this will provide the teacher with a tool for continuous improvement of the curriculum. This will also represent an opportunity for the teacher to get different aspects and thus learn from the students. It will require establishing a culture for knowledge sharing amongst students and amongst students and teacher(s). Hence, the teacher's role will be to empower students to reflect and think critically, and to support continuous learning for the students and the teacher(s).