Re-visiting the flipped classroom in a design context

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Abstract

After explaining our experience with a flipped classroom model of learning we argue that the approach brings to light the dramaturgical and mediatized aspects of learning experiences that favour a closer connection between recorded content and “live” presentation by the lecturer. We adopted the flipped classroom approach to learning and teaching in a class of over 100 postgraduate level university students, some learning at a distance. This article describes the format of the lecture recordings, class activities and assessment method. We also describe the outcome of course evaluation, and present what we learned from the process.
Original languageEnglish
JournalJournal of Learning Design
Volume10
Issue number2
DOIs
Publication statusPublished - 31 Dec 2017

Keywords

  • online learning
  • flipped classroom
  • design

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