Flipping the Classroom to Meet the Diverse Learning Needs of Library and Information Studies (LIS) Students.

This paper provides an overview of a teaching and learning project that explored the flipped classroom model to determine if it was an effective teaching and learning method to use with library and information studies (LIS) students with diverse learning needs. The project involved developing a range of videos in different styles for students to watch before class. These were used in conjunction with a range of student centred and interactive in class activities. The flipped model was evaluated in order to understand the students learning preferences and to evaluate if the model was effective. Results from these evaluations and student feedback, indicated that the flipped classroom model proved to be an effective way to teach Masters LIS students with diverse learning needs, due to it's interactive and student centred approach. The video style lectures, also suited students who speak English as a second language (ESL), as it enabled them to re-watch the videos and learn at their own pace. Utilizing the flipped classroom model holds advantages for LIS faculty as it allows them to engage students in innovative ways, both inside and outside the classroom, and to employ a range of modern teaching tools and approaches. [ABSTRACT FROM AUTHOR]