Learning Designs Using Flipped Classroom Instruction.
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| Title: | Learning Designs Using Flipped Classroom Instruction. |
|---|---|
| Alternate Title: | Conception d'apprentissage à l'aide de l'instruction en classe inversée. |
| Authors: | Mazur, Amber D.1 admazur@cbe.ab.ca, Brown, Barbara2 babrown@ucalgary.ca, Jacobsen, Michele1 dmjacobs@ucalgary.ca |
| Source: | Canadian Journal of Learning & Technology. Spring2015, Vol. 41 Issue 2, p1-26. 26p. 3 Charts. |
| Subject Terms: | *Facilitated learning, *Cognitive processing of language, *Flipped classrooms, *Internet in education, *Integrated learning systems, *Instructional systems design |
| Abstract (English): | The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about how the flipped classroom model can support teaching, learning and assessment through the implementation of three inquiry-based learning designs: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | La classe inversée est un modèle pédagogique qui met à profit l'apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l'engagement et l'apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l'enseignement, l'apprentissage et l'évaluation par la mise en œuvre de trois conceptions d'apprentissage par investigation : 1) discussion collaborative guidée, 2) tableau blanc de table et 3) développement d'auras en réalité augmentée. Les principes d'enseignement de l'efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptions d'apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettent l'accent sur l'apprentissage collaboratif, le travail en groupe et l'accessibilité peuvent permettre et appuyer l'apprentissage par investigation. Des recommandations sont fournies pour les éducateurs qui s'intéressent à la conception pédagogique à l'aide d'un modèle de classe inversée, ainsi que des suggestions pour la recherche-action future. [ABSTRACT FROM AUTHOR] |
| Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 103287367 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Learning Designs Using Flipped Classroom Instruction. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Conception d'apprentissage à l'aide de l'instruction en classe inversée. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mazur%2C+Amber+D%2E%22">Mazur, Amber D.</searchLink><relatesTo>1</relatesTo><i> admazur@cbe.ab.ca</i><br /><searchLink fieldCode="AR" term="%22Brown%2C+Barbara%22">Brown, Barbara</searchLink><relatesTo>2</relatesTo><i> babrown@ucalgary.ca</i><br /><searchLink fieldCode="AR" term="%22Jacobsen%2C+Michele%22">Jacobsen, Michele</searchLink><relatesTo>1</relatesTo><i> dmjacobs@ucalgary.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Learning+%26+Technology%22">Canadian Journal of Learning & Technology</searchLink>. Spring2015, Vol. 41 Issue 2, p1-26. 26p. 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Facilitated+learning%22">Facilitated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+processing+of+language%22">Cognitive processing of language</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Internet+in+education%22">Internet in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Integrated+learning+systems%22">Integrated learning systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about how the flipped classroom model can support teaching, learning and assessment through the implementation of three inquiry-based learning designs: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: La classe inversée est un modèle pédagogique qui met à profit l'apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l'engagement et l'apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l'enseignement, l'apprentissage et l'évaluation par la mise en œuvre de trois conceptions d'apprentissage par investigation : 1) discussion collaborative guidée, 2) tableau blanc de table et 3) développement d'auras en réalité augmentée. Les principes d'enseignement de l'efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptions d'apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettent l'accent sur l'apprentissage collaboratif, le travail en groupe et l'accessibilité peuvent permettre et appuyer l'apprentissage par investigation. Des recommandations sont fournies pour les éducateurs qui s'intéressent à la conception pédagogique à l'aide d'un modèle de classe inversée, ainsi que des suggestions pour la recherche-action future. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=103287367 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.21432/T2PG7P Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 1 Subjects: – SubjectFull: Facilitated learning Type: general – SubjectFull: Cognitive processing of language Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Internet in education Type: general – SubjectFull: Integrated learning systems Type: general – SubjectFull: Instructional systems design Type: general Titles: – TitleFull: Learning Designs Using Flipped Classroom Instruction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mazur, Amber D. – PersonEntity: Name: NameFull: Brown, Barbara – PersonEntity: Name: NameFull: Jacobsen, Michele IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 14996677 Numbering: – Type: volume Value: 41 – Type: issue Value: 2 Titles: – TitleFull: Canadian Journal of Learning & Technology Type: main |
| ResultId | 1 |
