THE USE OF THE FLIPPED CLASSROOM MODEL AS INSTRUCTIONAL DESIGN TO ENHANCE DEEP LEARNING

Students who adopt an approach that is focused on deep learning wish to develop a meaningful understanding of the learning material presented to them that creates a better understanding, comprehension, and a more spontaneous sharing of ideas, as well as constructing better-defined knowledge structures, and the resolving of discrepancies in knowledge. Through deep learning, students will also be able to explain cause-effect relationships or personal experiences. The questioning of explanations and causes will enable students to theorise better. These are characteristics that should form part of graduateness. Although Biggs (2003) is of the opinion that lecturers are in a powerful position to create deep learning opportunities for students in, for example, the design of the curriculum, assessment opportunities, and teaching methods, one can never underestimate the value of peer learning. Students need to engage cognitively in certain behaviours to guarantee the quality of set learning outcomes, and therefore learning environments must be constructed in a manner that will warrant adaptive responses to a curriculum that is consistent with pre-identified aims that will address public sector skills such as identified in the Standards of Excellence for Public Administration Education and Training (2008:11).