Grounding the flipped classroom approach in the foundations of educational technology
Abstract The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing in...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Lo, Chung Kwan [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2018 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Educational technology research and development - Heidelberg : Springer, 1989, 66(2018), 3 vom: 06. Feb., Seite 793-811 |
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| Übergeordnetes Werk: |
volume:66 ; year:2018 ; number:3 ; day:06 ; month:02 ; pages:793-811 |
| Links: |
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| DOI / URN: |
10.1007/s11423-018-9578-x |
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| Katalog-ID: |
SPR019109105 |
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| 520 | |a Abstract The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust frameworks have been developed for the design or school/faculty-wide implementation of flipped classrooms. The aim of this article is to provide a foundation for the flipped classroom approach in Spector’s (Foundations of educational technology: integrative approaches and interdisciplinary perspectives, Routledge, New York, 2016) model of six pillars of educational technology. After reviewing previous discussion of the flipped classroom approach, each pillar (i.e., communication, interaction, environment, culture, instruction, and learning) is discussed in the context of flipped learning. Using Spector’s (2016) framework and drawing on relevant theories and empirical findings, 10 recommendations are made. These recommendations are particularly useful for the school/faculty-wide implementation of flipped classrooms. As the foundational framework proposed in this article is only preliminary, further studies (e.g., design-based research) are recommended to increase the robustness of the design framework and ultimately improve educational practices. | ||
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10.1007/s11423-018-9578-x doi (DE-627)SPR019109105 (SPR)s11423-018-9578-x-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Lo, Chung Kwan verfasserin aut Grounding the flipped classroom approach in the foundations of educational technology 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust frameworks have been developed for the design or school/faculty-wide implementation of flipped classrooms. The aim of this article is to provide a foundation for the flipped classroom approach in Spector’s (Foundations of educational technology: integrative approaches and interdisciplinary perspectives, Routledge, New York, 2016) model of six pillars of educational technology. After reviewing previous discussion of the flipped classroom approach, each pillar (i.e., communication, interaction, environment, culture, instruction, and learning) is discussed in the context of flipped learning. Using Spector’s (2016) framework and drawing on relevant theories and empirical findings, 10 recommendations are made. These recommendations are particularly useful for the school/faculty-wide implementation of flipped classrooms. As the foundational framework proposed in this article is only preliminary, further studies (e.g., design-based research) are recommended to increase the robustness of the design framework and ultimately improve educational practices. Flipped classroom (dpeaa)DE-He213 Inverted classroom (dpeaa)DE-He213 Instructional approach (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Enthalten in Educational technology research and development Heidelberg : Springer, 1989 66(2018), 3 vom: 06. Feb., Seite 793-811 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:66 year:2018 number:3 day:06 month:02 pages:793-811 https://dx.doi.org/10.1007/s11423-018-9578-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 66 2018 3 06 02 793-811 |
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10.1007/s11423-018-9578-x doi (DE-627)SPR019109105 (SPR)s11423-018-9578-x-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Lo, Chung Kwan verfasserin aut Grounding the flipped classroom approach in the foundations of educational technology 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust frameworks have been developed for the design or school/faculty-wide implementation of flipped classrooms. The aim of this article is to provide a foundation for the flipped classroom approach in Spector’s (Foundations of educational technology: integrative approaches and interdisciplinary perspectives, Routledge, New York, 2016) model of six pillars of educational technology. After reviewing previous discussion of the flipped classroom approach, each pillar (i.e., communication, interaction, environment, culture, instruction, and learning) is discussed in the context of flipped learning. Using Spector’s (2016) framework and drawing on relevant theories and empirical findings, 10 recommendations are made. These recommendations are particularly useful for the school/faculty-wide implementation of flipped classrooms. As the foundational framework proposed in this article is only preliminary, further studies (e.g., design-based research) are recommended to increase the robustness of the design framework and ultimately improve educational practices. Flipped classroom (dpeaa)DE-He213 Inverted classroom (dpeaa)DE-He213 Instructional approach (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Enthalten in Educational technology research and development Heidelberg : Springer, 1989 66(2018), 3 vom: 06. Feb., Seite 793-811 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:66 year:2018 number:3 day:06 month:02 pages:793-811 https://dx.doi.org/10.1007/s11423-018-9578-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 66 2018 3 06 02 793-811 |
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10.1007/s11423-018-9578-x doi (DE-627)SPR019109105 (SPR)s11423-018-9578-x-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Lo, Chung Kwan verfasserin aut Grounding the flipped classroom approach in the foundations of educational technology 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust frameworks have been developed for the design or school/faculty-wide implementation of flipped classrooms. The aim of this article is to provide a foundation for the flipped classroom approach in Spector’s (Foundations of educational technology: integrative approaches and interdisciplinary perspectives, Routledge, New York, 2016) model of six pillars of educational technology. After reviewing previous discussion of the flipped classroom approach, each pillar (i.e., communication, interaction, environment, culture, instruction, and learning) is discussed in the context of flipped learning. Using Spector’s (2016) framework and drawing on relevant theories and empirical findings, 10 recommendations are made. These recommendations are particularly useful for the school/faculty-wide implementation of flipped classrooms. As the foundational framework proposed in this article is only preliminary, further studies (e.g., design-based research) are recommended to increase the robustness of the design framework and ultimately improve educational practices. Flipped classroom (dpeaa)DE-He213 Inverted classroom (dpeaa)DE-He213 Instructional approach (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Enthalten in Educational technology research and development Heidelberg : Springer, 1989 66(2018), 3 vom: 06. Feb., Seite 793-811 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:66 year:2018 number:3 day:06 month:02 pages:793-811 https://dx.doi.org/10.1007/s11423-018-9578-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 66 2018 3 06 02 793-811 |
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Lo, Chung Kwan |
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Lo, Chung Kwan ddc 370 bkl 80.03 misc Flipped classroom misc Inverted classroom misc Instructional approach misc Educational technology Grounding the flipped classroom approach in the foundations of educational technology |
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grounding the flipped classroom approach in the foundations of educational technology |
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Grounding the flipped classroom approach in the foundations of educational technology |
| abstract |
Abstract The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust frameworks have been developed for the design or school/faculty-wide implementation of flipped classrooms. The aim of this article is to provide a foundation for the flipped classroom approach in Spector’s (Foundations of educational technology: integrative approaches and interdisciplinary perspectives, Routledge, New York, 2016) model of six pillars of educational technology. After reviewing previous discussion of the flipped classroom approach, each pillar (i.e., communication, interaction, environment, culture, instruction, and learning) is discussed in the context of flipped learning. Using Spector’s (2016) framework and drawing on relevant theories and empirical findings, 10 recommendations are made. These recommendations are particularly useful for the school/faculty-wide implementation of flipped classrooms. As the foundational framework proposed in this article is only preliminary, further studies (e.g., design-based research) are recommended to increase the robustness of the design framework and ultimately improve educational practices. |
| abstractGer |
Abstract The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust frameworks have been developed for the design or school/faculty-wide implementation of flipped classrooms. The aim of this article is to provide a foundation for the flipped classroom approach in Spector’s (Foundations of educational technology: integrative approaches and interdisciplinary perspectives, Routledge, New York, 2016) model of six pillars of educational technology. After reviewing previous discussion of the flipped classroom approach, each pillar (i.e., communication, interaction, environment, culture, instruction, and learning) is discussed in the context of flipped learning. Using Spector’s (2016) framework and drawing on relevant theories and empirical findings, 10 recommendations are made. These recommendations are particularly useful for the school/faculty-wide implementation of flipped classrooms. As the foundational framework proposed in this article is only preliminary, further studies (e.g., design-based research) are recommended to increase the robustness of the design framework and ultimately improve educational practices. |
| abstract_unstemmed |
Abstract The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust frameworks have been developed for the design or school/faculty-wide implementation of flipped classrooms. The aim of this article is to provide a foundation for the flipped classroom approach in Spector’s (Foundations of educational technology: integrative approaches and interdisciplinary perspectives, Routledge, New York, 2016) model of six pillars of educational technology. After reviewing previous discussion of the flipped classroom approach, each pillar (i.e., communication, interaction, environment, culture, instruction, and learning) is discussed in the context of flipped learning. Using Spector’s (2016) framework and drawing on relevant theories and empirical findings, 10 recommendations are made. These recommendations are particularly useful for the school/faculty-wide implementation of flipped classrooms. As the foundational framework proposed in this article is only preliminary, further studies (e.g., design-based research) are recommended to increase the robustness of the design framework and ultimately improve educational practices. |
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| title_short |
Grounding the flipped classroom approach in the foundations of educational technology |
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https://dx.doi.org/10.1007/s11423-018-9578-x |
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10.1007/s11423-018-9578-x |
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2024-07-04T00:13:01.442Z |
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| score |
7.398202 |