Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development

Download (PDF, 684KB)

Authors:
Mark Ragg, Eastern Michigan University, United States of America
James Piers, Hope College, United States of America
E-mail: mark.ragg@emich.edu
Published: August 16, 2017
https://doi.org/10.22492/ije.5.si.02

Citation: Ragg, M., & Piers, J. (2017). Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development. IAFOR Journal of Education, 5(SI). https://doi.org/10.22492/ije.5.si.02


Abstract

In the past decade, health and human service educational programs have transitioned to competence-based outcomes to enhance the quality of graduating professionals. While such outcomes are a critical step in ensuring professional quality, they require curricular and pedagogical adjustments that do not fit easily within university environments. Technology has eased many problems of fit through the development of hybrid and flipped courses that allow on-campus time to be better focused on developing professional skills. This study explored the question: Can flipped delivery improve competence-based outcomes in social work practice classes? The study assessed pedagogical adjustments that integrated competence-based learning principles with flipped classroom delivery. Principles of organizing the class to maximize competence development are explored and illustrated. Improved competence development and student satisfaction were demonstrated in three flipped practice courses with a combined sample size of 269 Bachelor of Social Work (BSW) and Masters of Social Work (MSW) students. Researchers concluded that using flipped-classroom methods enhanced the students’ capacity to apply concepts and develop skills. In particular, the ability to receive and process feedback on applied skills was improved.

Keywords

competence-based learning, professional education, flipped course delivery, hybrid learning