The Future of Education

Higher education has always been firm supporter of traditional teacher oriented pedagogical approaches. However, reform of the pedagogical approaches is necessary in order to promote learning outcomes. In this research, the possibility of enhancing learning experiences by group dynamic methods in flipped learning situations was investigated.

Reflection is a key component in learning and group dynamics. Thence, we would like to explain reflection’s essentiality with group dynamics in flipped learning. Furthermore, to support the above argument, meaningful learning theory is discussed.

To undertake this research, qualitative and quantitative methods were used to analyse data retrieved with a questionnaire, reflections and observations, giving a diverse and comprehensive view of the subject. Data was collected from Lapland University students during flipped learning course in which group dynamics exercises had been integrated.

Two core changes are proposed; using facilitation methodologies (group dynamics) to make a new pedagogical framework to reform teaching in higher education, and introducing group dynamics to educators and students using flipped learning in order to improve learning outcomes and promote meaningful learning.

Keywords: Group Dynamics, Reflection, Feedback, Group Development, Social Learning, Flipped Learning, Reciprocal Teaching, Experiential Learning, Meaningful Learning Theory