Learning Designs using Flipped Classroom Instruction

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dc.contributor.authorMazur, Amber
dc.contributor.authorBrown, Barb
dc.contributor.authorJacobsen, Michele
dc.date.accessioned2018-12-07T21:18:41Z
dc.date.available2018-12-07T21:18:41Z
dc.date.issued2015
dc.description.abstractThe 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 three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (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. 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.
dc.identifier.citationMazur, A., Brown, B., & Jacobsen, M. (2015). Learning Designs using Flipped Classroom Instruction | Conception d’apprentissage à l’aide de l’instruction en classe inversée. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 41(2). doi:http://dx.doi.org/10.21432/T2PG7P
dc.identifier.doihttp://dx.doi.org/10.21432/T2PG7P
dc.identifier.issn1499-6685
dc.identifier.urihttp://hdl.handle.net/1880/109277
dc.language.isoenen
dc.language.isoen
dc.publisherThe Canadian Network for Innovation in Education
dc.publisher.facultyWerklund School of Education
dc.publisher.hasversionPublisher’s version
dc.publisher.institutionUniversity of Calgary
dc.publisher.urlhttps://www.cjlt.ca/index.php/cjlt/about/submissions#copyrightNotice
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rightsCopyright (c) 2015 Amber Danielle Mazur, Barbara Brown, Michele Jacobsen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectflipped classroom
dc.subjectinverted classroom
dc.subjectconstructivism
dc.subjectstudent-centered learning
dc.subjectactive learning
dc.subjectinquiry-based learning
dc.subjectteaching methods
dc.subjecteducational technology
dc.subjectaction research
dc.titleLearning Designs using Flipped Classroom Instruction
dc.typejournal article
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