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Flipping the classroom to generate learning content: students as authors of a textbook on planetary risk
Amadae, S.M. Christie, James Keskiivari, Kim Nyokabi, Kamau
Amadae, S.M.
Christie, James
Keskiivari, Kim
Nyokabi, Kamau
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Research Report
Adobe PDF, 583.92 KB
Editors
Date
2026
Educational Level
ISCED Level 7 Master’s or equivalent
Curriculum Area
Geographical Setting
Finland
Abstract
Context: The case study was conducted at the University of Helsinki with a cohort of 33 master's students enrolled in a 10-credit module on International Politics. The course combined lectures and writing workshops aimed at having students producing a publishable textbook on nuclear weapons and planetary risk. This experimental class design was motivated by the absence of suitable resources for the topic and to challenge the common practice of having students produce disposable assignments.
Aims: The dual objectives were to create a high-quality open-access textbook exploring various aspects of nuclear weapons and planetary risk and to challenge the common framework that seek MA coursework as disposable. The instructors sought to increase student engagement through active learning strategies, employing a flipped classroom model to generate learner-generated content, in order to enrich the educational experience and produce a valuable academic resource.
Methods: The implementation unfolded in a structured five-stage process over approximately 12 months. It started with assigning student responsibility for a chapter in the textbook and supporting their production using a flipped classroom setup in which students prepared before class and engaged in writing workshops to develop their content for the textbook. The subsequent stages included evaluating the quality of student-generated content, involving students in the editorial process, and refining those contributions until they met publishable standards. The course culminated in the publication of an open-access textbook.
Findings: Student feedback indicated strong positive outcomes from the approach. Participants reported high satisfaction rates with the flipped classroom strategy, noting improvements in learning outcomes, increased student pride in contributing to a published work, and enhanced confidence in their research and writing skills. Qualitative feedback emphasized the meaningfulness of the experience, though students expressed a desire for better communication about each other's work. The textbook produced by the students has been published in an open access format and forms the basis of a MOOC on the topic.
Implications: The study highlights that MA students can produce high-quality academic content when guided appropriately. It supports the use of a flipped classroom methodology with a majority of students reporting improved learning outcomes and high satisfaction with the course design. These outcomes suggest that a collaborative, learner-centred approach in higher education can yield significant educational benefits. The positive reception from the MOOC based on the textbook also indicates its wider applicability and potential beyond the initial classroom setting, reinforcing the benefits of open pedagogical practices that can enhance student learning and engagement.
The copy of record of the student-authored book "Nuclear Weapons, Planetary Risks, and Human Consequences" is online at: https://doi.org/10.17863/CAM.121682.
Description
Keywords (free text)
active learning, cooperative learning, higher education, open educational resources, students as authors, flipped classroom, teaching controversial issues