The Value of Using an E-Text in a Flipped Course

Abstract The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in Journal of Economic Education, 31(1), 30–43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in Education Canada, 52(5), 2012; Butt 2012; Bate...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Enfield, Jacob [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	E-text Electronic text Game development Flipped classroom Instructional design Inverted classroom

Anmerkung:	© Association for Educational Communications & Technology 2016

Übergeordnetes Werk:	Enthalten in: TechTrends - Washington, D.C. : Association for Educational Communications & Technology, 1985, 60(2016), 5 vom: 04. Juli, Seite 449-455
Übergeordnetes Werk:	volume:60 ; year:2016 ; number:5 ; day:04 ; month:07 ; pages:449-455

Links:	Volltext

DOI / URN:	10.1007/s11528-016-0100-1

Katalog-ID:	SPR020597029

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allfields	10.1007/s11528-016-0100-1 doi (DE-627)SPR020597029 (SPR)s11528-016-0100-1-e DE-627 ger DE-627 rakwb eng Enfield, Jacob verfasserin aut The Value of Using an E-Text in a Flipped Course 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2016 Abstract The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in Journal of Economic Education, 31(1), 30–43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in Education Canada, 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to promote learning, attention should be given to the design of the online learning resources and in-class learning activities that form the foundation of a flipped classroom. While it is possible to completely rely on existing instructional content for a course, instructors typically develop all or part of the instructional resources and in-class activities. This study investigates an undergraduate course which utilized instructor created instructional materials when adopting a flipped classroom model. Student grades and post-survey data revealed the impact that elements of the course had on learning and motivation. Students found the structure of the class and the instructional materials helpful for learning, and had an overwhelmingly positive experience. E-text (dpeaa)DE-He213 Electronic text (dpeaa)DE-He213 Game development (dpeaa)DE-He213 Flipped classroom (dpeaa)DE-He213 Instructional design (dpeaa)DE-He213 Inverted classroom (dpeaa)DE-He213 Enthalten in TechTrends Washington, D.C. : Association for Educational Communications & Technology, 1985 60(2016), 5 vom: 04. Juli, Seite 449-455 (DE-627)387425470 (DE-600)2144706-8 1559-7075 nnns volume:60 year:2016 number:5 day:04 month:07 pages:449-455 https://dx.doi.org/10.1007/s11528-016-0100-1 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_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_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_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_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 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_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 60 2016 5 04 07 449-455
spelling	10.1007/s11528-016-0100-1 doi (DE-627)SPR020597029 (SPR)s11528-016-0100-1-e DE-627 ger DE-627 rakwb eng Enfield, Jacob verfasserin aut The Value of Using an E-Text in a Flipped Course 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2016 Abstract The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in Journal of Economic Education, 31(1), 30–43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in Education Canada, 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to promote learning, attention should be given to the design of the online learning resources and in-class learning activities that form the foundation of a flipped classroom. While it is possible to completely rely on existing instructional content for a course, instructors typically develop all or part of the instructional resources and in-class activities. This study investigates an undergraduate course which utilized instructor created instructional materials when adopting a flipped classroom model. Student grades and post-survey data revealed the impact that elements of the course had on learning and motivation. Students found the structure of the class and the instructional materials helpful for learning, and had an overwhelmingly positive experience. E-text (dpeaa)DE-He213 Electronic text (dpeaa)DE-He213 Game development (dpeaa)DE-He213 Flipped classroom (dpeaa)DE-He213 Instructional design (dpeaa)DE-He213 Inverted classroom (dpeaa)DE-He213 Enthalten in TechTrends Washington, D.C. : Association for Educational Communications & Technology, 1985 60(2016), 5 vom: 04. Juli, Seite 449-455 (DE-627)387425470 (DE-600)2144706-8 1559-7075 nnns volume:60 year:2016 number:5 day:04 month:07 pages:449-455 https://dx.doi.org/10.1007/s11528-016-0100-1 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_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_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_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_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 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_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 60 2016 5 04 07 449-455
allfields_unstemmed	10.1007/s11528-016-0100-1 doi (DE-627)SPR020597029 (SPR)s11528-016-0100-1-e DE-627 ger DE-627 rakwb eng Enfield, Jacob verfasserin aut The Value of Using an E-Text in a Flipped Course 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2016 Abstract The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in Journal of Economic Education, 31(1), 30–43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in Education Canada, 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to promote learning, attention should be given to the design of the online learning resources and in-class learning activities that form the foundation of a flipped classroom. While it is possible to completely rely on existing instructional content for a course, instructors typically develop all or part of the instructional resources and in-class activities. This study investigates an undergraduate course which utilized instructor created instructional materials when adopting a flipped classroom model. Student grades and post-survey data revealed the impact that elements of the course had on learning and motivation. Students found the structure of the class and the instructional materials helpful for learning, and had an overwhelmingly positive experience. E-text (dpeaa)DE-He213 Electronic text (dpeaa)DE-He213 Game development (dpeaa)DE-He213 Flipped classroom (dpeaa)DE-He213 Instructional design (dpeaa)DE-He213 Inverted classroom (dpeaa)DE-He213 Enthalten in TechTrends Washington, D.C. : Association for Educational Communications & Technology, 1985 60(2016), 5 vom: 04. Juli, Seite 449-455 (DE-627)387425470 (DE-600)2144706-8 1559-7075 nnns volume:60 year:2016 number:5 day:04 month:07 pages:449-455 https://dx.doi.org/10.1007/s11528-016-0100-1 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_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_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_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_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 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_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 60 2016 5 04 07 449-455
allfieldsGer	10.1007/s11528-016-0100-1 doi (DE-627)SPR020597029 (SPR)s11528-016-0100-1-e DE-627 ger DE-627 rakwb eng Enfield, Jacob verfasserin aut The Value of Using an E-Text in a Flipped Course 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2016 Abstract The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in Journal of Economic Education, 31(1), 30–43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in Education Canada, 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to promote learning, attention should be given to the design of the online learning resources and in-class learning activities that form the foundation of a flipped classroom. While it is possible to completely rely on existing instructional content for a course, instructors typically develop all or part of the instructional resources and in-class activities. This study investigates an undergraduate course which utilized instructor created instructional materials when adopting a flipped classroom model. Student grades and post-survey data revealed the impact that elements of the course had on learning and motivation. Students found the structure of the class and the instructional materials helpful for learning, and had an overwhelmingly positive experience. E-text (dpeaa)DE-He213 Electronic text (dpeaa)DE-He213 Game development (dpeaa)DE-He213 Flipped classroom (dpeaa)DE-He213 Instructional design (dpeaa)DE-He213 Inverted classroom (dpeaa)DE-He213 Enthalten in TechTrends Washington, D.C. : Association for Educational Communications & Technology, 1985 60(2016), 5 vom: 04. Juli, Seite 449-455 (DE-627)387425470 (DE-600)2144706-8 1559-7075 nnns volume:60 year:2016 number:5 day:04 month:07 pages:449-455 https://dx.doi.org/10.1007/s11528-016-0100-1 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_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_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_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_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 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_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 60 2016 5 04 07 449-455
allfieldsSound	10.1007/s11528-016-0100-1 doi (DE-627)SPR020597029 (SPR)s11528-016-0100-1-e DE-627 ger DE-627 rakwb eng Enfield, Jacob verfasserin aut The Value of Using an E-Text in a Flipped Course 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2016 Abstract The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in Journal of Economic Education, 31(1), 30–43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in Education Canada, 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to promote learning, attention should be given to the design of the online learning resources and in-class learning activities that form the foundation of a flipped classroom. While it is possible to completely rely on existing instructional content for a course, instructors typically develop all or part of the instructional resources and in-class activities. This study investigates an undergraduate course which utilized instructor created instructional materials when adopting a flipped classroom model. Student grades and post-survey data revealed the impact that elements of the course had on learning and motivation. Students found the structure of the class and the instructional materials helpful for learning, and had an overwhelmingly positive experience. E-text (dpeaa)DE-He213 Electronic text (dpeaa)DE-He213 Game development (dpeaa)DE-He213 Flipped classroom (dpeaa)DE-He213 Instructional design (dpeaa)DE-He213 Inverted classroom (dpeaa)DE-He213 Enthalten in TechTrends Washington, D.C. : Association for Educational Communications & Technology, 1985 60(2016), 5 vom: 04. Juli, Seite 449-455 (DE-627)387425470 (DE-600)2144706-8 1559-7075 nnns volume:60 year:2016 number:5 day:04 month:07 pages:449-455 https://dx.doi.org/10.1007/s11528-016-0100-1 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_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_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_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_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 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_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 60 2016 5 04 07 449-455
language	English
source	Enthalten in TechTrends 60(2016), 5 vom: 04. Juli, Seite 449-455 volume:60 year:2016 number:5 day:04 month:07 pages:449-455
sourceStr	Enthalten in TechTrends 60(2016), 5 vom: 04. Juli, Seite 449-455 volume:60 year:2016 number:5 day:04 month:07 pages:449-455
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topic_facet	E-text Electronic text Game development Flipped classroom Instructional design Inverted classroom
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container_title	TechTrends
authorswithroles_txt_mv	Enfield, Jacob @@aut@@
publishDateDaySort_date	2016-07-04T00:00:00Z
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author	Enfield, Jacob
spellingShingle	Enfield, Jacob misc E-text misc Electronic text misc Game development misc Flipped classroom misc Instructional design misc Inverted classroom The Value of Using an E-Text in a Flipped Course
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topic_title	The Value of Using an E-Text in a Flipped Course E-text (dpeaa)DE-He213 Electronic text (dpeaa)DE-He213 Game development (dpeaa)DE-He213 Flipped classroom (dpeaa)DE-He213 Instructional design (dpeaa)DE-He213 Inverted classroom (dpeaa)DE-He213
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title	The Value of Using an E-Text in a Flipped Course
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title_full	The Value of Using an E-Text in a Flipped Course
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title_sort	value of using an e-text in a flipped course
title_auth	The Value of Using an E-Text in a Flipped Course
abstract	Abstract The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in Journal of Economic Education, 31(1), 30–43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in Education Canada, 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to promote learning, attention should be given to the design of the online learning resources and in-class learning activities that form the foundation of a flipped classroom. While it is possible to completely rely on existing instructional content for a course, instructors typically develop all or part of the instructional resources and in-class activities. This study investigates an undergraduate course which utilized instructor created instructional materials when adopting a flipped classroom model. Student grades and post-survey data revealed the impact that elements of the course had on learning and motivation. Students found the structure of the class and the instructional materials helpful for learning, and had an overwhelmingly positive experience. © Association for Educational Communications & Technology 2016
abstractGer	Abstract The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in Journal of Economic Education, 31(1), 30–43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in Education Canada, 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to promote learning, attention should be given to the design of the online learning resources and in-class learning activities that form the foundation of a flipped classroom. While it is possible to completely rely on existing instructional content for a course, instructors typically develop all or part of the instructional resources and in-class activities. This study investigates an undergraduate course which utilized instructor created instructional materials when adopting a flipped classroom model. Student grades and post-survey data revealed the impact that elements of the course had on learning and motivation. Students found the structure of the class and the instructional materials helpful for learning, and had an overwhelmingly positive experience. © Association for Educational Communications & Technology 2016
abstract_unstemmed	Abstract The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in Journal of Economic Education, 31(1), 30–43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in Education Canada, 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to promote learning, attention should be given to the design of the online learning resources and in-class learning activities that form the foundation of a flipped classroom. While it is possible to completely rely on existing instructional content for a course, instructors typically develop all or part of the instructional resources and in-class activities. This study investigates an undergraduate course which utilized instructor created instructional materials when adopting a flipped classroom model. Student grades and post-survey data revealed the impact that elements of the course had on learning and motivation. Students found the structure of the class and the instructional materials helpful for learning, and had an overwhelmingly positive experience. © Association for Educational Communications & Technology 2016
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title_short	The Value of Using an E-Text in a Flipped Course
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doi_str	10.1007/s11528-016-0100-1
up_date	2024-07-03T17:05:15.105Z
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