Language Centres at a Crossroads

In our presentation we explore how flipped learning may change teaching, student interaction and online pedagogical solutions on a Finnish Communication and Interaction Skills course at the University of Helsinki Language Centre. Flipped learning is a pedagogical approach that has attracted both interest and criticism among pedagogical actors.

Flipped learning can challenge us teachers and our pedagogical thinking. The approach doesn't tie learning to the teacher and the control of learning is transferred to the students. Although this pedagogical approach can be demanding, we argue that these transitions in learning will increase students' academic as well as professional skills and are therefore especially justified. Thus, flipped learning must be designed, developed, discussed and evaluated in practice and in cooperation with pedagogical experts.

Several hundred students complete each year the one ECTS credit multimodally implemented communication course which takes advantages of flipped learning. The pedagogical implementation has been guided by a desire to strengthen students' agency, self-directedness and learning motivation.

On the course, communication skills are not practised in teacher-led situations, but in small groups where students need versatile communication skills while simultaneously learning them. In addition, we have developed intentional course content by diversifying the use of online media. The main differences compared to more traditional ways of teaching are related to the changing role of the teacher, the emphasis on peer work in small groups and enhancing forms of online teaching. As communication teachers, we are particularly interested in expanding the interactions and environments enabled by flipped learning.

Questionnaire data were gathered with open ended and quantitative questions from 131 students in 2018 - 2019. The questionnaire collected information on students experience of the course objectives and methods. The data were analysed by content analysis. The main finding of the analysis is that students experienced a significant improve on their communication and interaction skills at the course which utilised flipped learning. However, according to our observations and student feedback, flipped learning can challenge students' learning skills. Although self-guidance and reflection, use of technology and interaction skills are key generic skills for university students, lack of these skills can cause challenges on the course (Hao 2016; Hung, Chou, Chen & Own 2010).

Puheenvuorossamme esittelemme, kuinka käänteinen oppiminen voi muuttaa opetusta, opiskelijoiden ja opettajan välistä vuorovaikutusta sekä pedagogisia ratkaisuja. Useat sadat opiskelijat suorittavat vuosittain käänteistä oppimista hyödyntävän Puheviestintä- ja vuorovaikutusosaaminen -monimuotokurssin. Kurssin pedagogisten valintojen tavoitteena on vahvistaa opiskelijoiden toimijuutta, itseohjautumista ja opiskelumotivaatiota. Merkittävimmät erot suhteessa perinteisiin oppimismenetelmiin ilmenevät opettajan muuttuneessa roolissa sekä panostamisena pienryhmätyöskentelyyn ja verkko-oppimiseen.

Keräsimme kyselylomakkeilla tietoa opiskelijoiden kokemuksista liittyen kurssin tavoitteisiin ja menetelmiin. 131 opiskelijan vastaukset analysoitiin sisällönanalyysillä. Analyysin tärkein havainto on, että opiskelijat kokivat vuorovaikutustaitojen kehittyneen tehokkaasti kurssilla, jossa hyödynnettiin käänteistä oppimista. Lähestymistapa voi kuitenkin haastaa opiskelijoita, joilla ei ole riittäviä geneerisiä taitoja, kuten itseohjautuvuutta. Haasteeksi sekä opettajille että opiskelijoille voi muodostua myös kontrollin siirtyminen yhä enemmän opiskelijalle. Näkemyksemme mukaan käänteisen oppimisen lähestymistapaa kannattaa kehittää ja soveltaa edelleen.

References:

• Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92.
• Hung, M.-L., Chou, C., Chen, C.-H., & Own, Z.-Y. (2010). Learner readiness for online learning: scale development and student perception. Computers and Education, 55, 1080–090.

Katariina Hollanti (M.A.) is a University Teacher of Communication and Head of the Mother Tongue and Finnish as a Second Language Unit at the University of Helsinki Language Centre. She is a postgraduate of communication and information technology. Her research interests focus on human-machine communication from the perspective of human experience and learning.

Maiju Ranta (M.A.) is a University Teacher of Communication at the University of Helsinki Language Centre. She also has a Bachelor of Health Care degree and she has worked for years in one of the largest trauma centre in Northern Europe. Her pedagogical and research interests are communication in demanding interaction, in trauma teams and within care communities.

Janne Niinivaara (M.A.) is a Learning Environment and Communications Specialist at the University of Helsinki Language Centre. He is currently a postgraduate of social sciences and leadership, and he has an academic background in communication and pedagogy. His research interests are experiences, communication in challenging professional life situations, organizational development and digital pedagogy.

Tessa Horila (PhD.) is a University Teacher of Communication at the University of Helsinki Language Centre. She received her doctoral degree from the University of Jyväskylä in 2018. Her research interests include communication competence and its development together with small group and team communication.