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Trauma, such as from the COVID-19 pandemic, creates an inflection point for faculty to figure out how to connect with each other and students. Engagement and active learning trends are at the forefront of teaching pedagogy, as society embarks on post-pandemic learning. Faculty that have embraced Flipped Learning, as a trauma-informed pedagogical teaching method, have increased engagement, motivation, and wellbeing amongst students and colleagues. The paper examines Flipped Learning, with podcasting as an ideal method of pre-work, and provides practical strategies and benefits. The adoption of Flipped Learning can enhance the learning pathway for students and this manuscript aims to encourage faculty to reassess their pedagogy, in light of technology trends and unforeseen future trauma.
Introduction
RAUMA, SUCH AS from the COVID-19 pandemic, can be a catalyst to influence teaching pedagogy. With the sudden closure of schools and move to remote instruction and virtual learning with little adjustment, teachers and students suddenly found themselves in uncharted territory (Dacey et al., 2023). The COVID-19 pandemic forced educators to utilize technology for delivering content, connect with their students and engage with one another. In many ways, what has been done, cannot be undone after most educators around the globe were forced into an unplanned learning experiment. This accelerated the demand for online learning, and as both faculty and students were thrown into an online learning experiment, there are indications that suggest the experiment was effective.
Many faculty turned to Flipped Learning as a bridge during the COVID-19 pandemic because it was necessary in order to continue the learning process. At the heart of effective pedagogy are (a) the relationships built between teachers and students; (b) The art and science of teaching includes both delivering content; and (c) the process by which it is delivered. When instructor-student relationships are fostered, the classroom environment is more positive and aids in student wellbeing. For instance, it is becoming increasingly clear that students want something different in education. According to Cengage (n.d.), a global education technology company, 73% of student's prefer some courses fully online, 68% of student's would like a combo of in-person and online, and 68% of students want more technology in fully in-person classes (Cengage). Additionally, while Flipped Learning proved to be necessary during the COVID-19 pandemic,...