Return to page 2: Flipped Learning and On-line education (KB, LH, SG) - Page 2 DRAFT  

 

References

 

Beldarrain, Y. (2006) Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), pp. 139–153. doi:10.1080/01587910600789498

 

Bergmann, J., & Sams, A. (2012). ​Flip your classroom: Reach every student in every class every day.​ Eugene, OR: ISTE. [UWA Library]

 

Caplan & Graham. (2008). "The Development of Online Courses." In The Theory and Practice of Online Learning, by Terry Anderson, 245- 263. AU Press, Athabasca University.

 

Cui et al...

 

Dabbagh and Bannan-Ritland 2005: 15

 

Fraser C.E. (1931) The Case Method of Instruction. McGraw-Hill, New York. 

 

Hattie, J. (2009) ...

 

Kirschner, Paul A.; Sweller, John; Clark, Richard E. (2006). "Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching". Educational Psychologist 41 (2): 75.doi:10.1207/s15326985ep4102_1.

 

Education Endowment Foundation. (2014) Flipped Learning - Pupils undertake some learning prior to lessons, freeing up class time for feedback and personalised support. Available at: http://educationendowmentfoundation.org.uk/projects/flipped-learning-shireland-collegiate-academy/ (Accessed: 12 May 2014).

 

Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™.  Available at: http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/FLIP_handout_FNL_Web.pdf (Accessed: 12 May 2014).

 

Garrison, D.R. and Anderson, T. (2005) E-Learning in the 21^st Century. Routledge Falmer.

 

Grover Seiver, J. and Troja, A. (2014) 'Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery', Distance Education, 35:1, pp. 90-105.

 

Hall, E.T. (1976) Beyond culture. Anchor Books.

 

Hanover Research (2011), Trends in Global Distance Learning, http://www.hanoverresearch.com/wp-content/uploads/2011/12/Trends-in-Global-Distance-Learning-Membership.pdf  (Accessed 07 May 2014). 

 

Jonassen, D.H., Grabinger, R.S., & Harris, N.D.C. (1991). Instructional strategies and tactics. Performance Improvement Quarterly, 3(2), 29-47.

 

Jordan-Baker, A. "The Classroom Flip: Content, Discussion, and Assessment," (training presentation, Nov. 13, 2001). Accessed Feb. 4, 2004, www.elmhurst.edu/library/facultytech/ tlm/flip/ecflip.ppt.

 

Kop, R. 2011 The challenges to connectivist learning on open online networks: learning experiences during a massive open online course. The International Review of Reserach in Open and Distance Learning. Special Issue - Connectivism: Design and Delivery of Social networked Learning, 12(3)

 

Ladner, B., Beagle, D., Steele, J. R., & Steele, L. (2004) 'Rethinking Instruction From Content Transmission Online to Cognitive Immersion', Reference & User Services Quarterly, 43(4), pp. 329–337. 

 

Nelson, G. (1998). Internet/web-based instruction and multiple intelligences. Educational Media International, 35(2), 90-94

 

Oblinger & Oblinger, 2005

 

Oblinger, D., Oblinger, J.L., Lippincott, J.K., (2005) 'Educating the Net Generation', Brockport Bookshelf. Book 272 p. 2.11.

 

Osciak, S.Y. and Milheim, W.D. (2001).  “Multiple intelligences and the design of web-based instruction.”  International Journal of Instructional Media, 28(4), p. 355-361.   

 

Peer Instruction Blog, accessed May 2014, http://blog.peerinstruction.net 

 

Schell, J. (no date) Use of the term flipped classroom. Available at: http://blog.peerinstruction.net/use-of-the-term-flipped-classroom/ (Accessed: 12 May 2014).

 

Schmidt, H. G. (1993), Foundations of problem-based learning: some explanatory notes. Medical Education, 27: 422–432. doi: 10.1111/j.1365-2923.1993.tb00296.x

 

Tu, C. (2001) 'How Chinese perceive social presence: An examination of interaction in online learning environment', Educational Media International, 38(1), pp. 45–60

 

White, D., Warren, N., Faughnan, S., Manton, M. 2010. “Study of UK Online Learning: Report to HEFCE by the Department for Continuing Education, University of Oxford.” University of Oxford, 8. http://www.icde.org/filestore/Resources/Reports/UKonlinelearningReport.pdf

 

Wikipedia (2014) SWOT analysis Available from: http://en.wikipedia.org/wiki/SWOT_analysis (Accessed 11 May 2014)

Wikipedia (2014) Open educational resources Available from: http://en.wikipedia.org/wiki/Open_educational_resources (Accessed 11 May 2014) 

 

Bibliography

**check how to format these references

Case method teaching and Christopher Columbus Langdell http://en.wikipedia.org/wiki/Christopher_Columbus_Langdell 

Flipped Learning Network: http://flippedlearning.org/ 

Peer Instruction: http://mazur.harvard.edu/education/pi_manual.php 

Khan Academy: https://www.khanacademy.org/ 

TED-Ed: http://ed.ted.com/ 

 

Dabbagh, N. and Kitsantas, A. (2005) “Using web-based pedagogical tools as scaffolds for self-regulated learning” Instructional Science, 33: pp. 513–540

 

Dembo, M H. Junge L. and Lynch, R. (2006) “Becoming a Self-Regulated Learner: Implications for Web based Education”, in O’Neil, H F. and Perez, R S. (eds.) Web based Learning: Theory, Research and Practice. London: Laurence Erlbaum Associates pp. 185-202

 

Julie Schell (2012) “How do I get my students to prepare before coming to a flipped class?” Turn to your Neighbour, April 20. Available at: http://blog.peerinstruction.net/2012/04/20/how-do-i-get-my-students-to-prepare-before-coming-to-a-flipped-class/ (Accessed 04 May 2014).

 

Knewton (2014) Knewton: Heavy Duty Infrastructure for the Adaptive World Available at: http://www.knewton.com/platform/ (Accessed: 03/03/2014)

 

Saade,R. and  Bahli, B. (2005)“The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model” Information & Management 42) pp. 317–327

 

Koller, D. (2011) Death Knell for the Lecture: Technology as a Passport to Personalized Education The New York Times http://www.nytimes.com/2011/12/06/science/daphne-koller-technology-as-a-passport-to-personalized-education.html?pagewanted=all

 

Lage, M. J., Platt, G. J., Treglia, M. 2000 Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment The Journal of Economic Education, Vol. 31, No. 1 (Winter, 2000), pp. 30-43

 

Paechter, M. &  Maier, B. 2010 Online or face-to-face? Students' experiences and preferences in e-learning Internet and Higher Education 13 (2010) 292–297

 

Strayer, J. F. 2009 How learning in an inverted classroom influences cooperation, innovation and task orientation Learning Environ Res (2012) 15:171–193

 

Talbert, Robert 2012 Inverted Classroom Colleagues: Vol. 9: Iss. 1, Article 7 pp. 1-2

 

Wikipedia articles:

PBL - http://en.wikipedia.org/wiki/Problem-based_learning#History 

 

Appendix

 

 Tools for iPads, but many of which can be used cross-platform: http://www.ipadeducators.com/#!iassessment/chyq

 

Various tools can be used at several levels:

Quizlet (http://quizlet.com/ ),

Nearpod (http://www.nearpod.com/)

Socrative (http://www.socrative.com/) – student response system – multiple choice/short answer – cross platform/device)

 

?present this as overlapping venn diagram?

Stage	Description	Blended Learning	Distance learning	Criticism	Addressed by:
Stage 1	“First exposure – coverage activities” (ibid..)  i.e. lower-order cognitive tasks such as remembering, understanding and analysing	Takes place away from the classroom with student’s typically using online materials such as videos and reading texts matched to simple assessments.	Takes place on line using asynchronous, online materials similar to the blended learning model. (e.g. videos, reading materials etc… ) Opportunities for personalisation.	Learner isolation - good practice in online education focuses on socialisation first, learning second (Salmon- eModerating, xxxx). ·         ·        potential steep learning curve for students to adapt to this approach ·         what if students don't do it?	Ensure there are some orientation/socialisation activities, especially at the start of a course. ·         Include synchronous activities or feedback  ·         ensure range of activities available ·         Provide lots of support, guidance, etc about the approach, meta-cognitive skills, as well as the learning itself
Stage 2	“Applying concepts, interaction with peers and instructors” (ibid..) i.e. higher order thinking, including applying, evaluating and creating.	Takes place in face to face classroom with teacher and students physically present. Includes interactive activities with different groupings of students.	Takes place in on line synchronous sessions, most typically video conferencing/webinars combining other media such as collaborative writing tools ·	Wouldn't this just be better in a classroom, especially for all the non-verbal aspects and/or larger groups?	Recording of live sessions supports student reflection, supplemental note-taking and revision later (see podcasting studies) ·         group students into subgroups according to interest/ability/time zone to keep group size manageable for online synchronous conferencing  ·         Offer asynchronous elements to this stage, as well
Stage 3	“Further learning” (ibid..) i.e. consolidating, exploring related ideas, reflecting	Takes place away from the classroom with students reviewing materials from stage 1, researching related topics (using books/the internet etc…) or reflecting on learning (perhaps using forms or CMC e.g. a class blog)	Takes place on line using asynchronous materials, with students reviewing materials from stage 1, researching related topics (mainly using internet) and consolidating and reflecting on learning, typically using CMC, e.g. posting on a forum	·         what if students don't do it?

 

 

 

STAGE 1: Remembering, understanding and analysing
Generic Tool Type	Use in On-line Flipped Classroom	Commercial Examples
Video /accessing disseminating/learning	Dissemination/access of videos – often via hyperlinks: Questions can now often be embedded in the video and depending on the student’s answers, will fastforward to different sections. (e.g. Youtube annotators and timemarkers) Other software, e.g. Google Forms, can be embedded in the same page as the video which students can be asked to complete in response to the video.	YouTube Ted Talks Vimeo Khan Academy BBC Bitesize Mailvu
Course Management System/Platforms (inc MOOCs)	Possible way to host course, especially for access to teaching materials	Moodle Blackboard Wikis Coursera eFront
Presentation Tools	Disseminating information – links can be provided to other materials, including related activities (e.g. quizzes, assessments etc…)	Prezi PowerPoint Keynote
Screen Capture/screencasting tool	Disseminating information. Ideal for setting up tasks and providing listening tasks	Jing Camtasia Snaggit Screenr Adobe Captivate
Quizes/Surveys/study games	Creating questionnaires/tests of recall to be used with video/reading tasks	Survey Monkey Quizmaker Quizlet Prof Profs Quizmaker
Blogging/CMC	Creating forums for social and on-topic discussions:	WordPress BlogsBlogs Blogger/Blogspot PBWorks Canvas Tumblr
Forms	Allows student s to complete forms while or after reading a text/ viewing a video etc…	Google Forms Form fields in MS Word
STAGE 2: Applying, evaluating and creating
Cloud Storage/collaborative writing	Collaborative writing (especially  if combined with a video conferencing tool)	Google Docs Udutu
Webconferencing	Synchronous activities that synthesise the face-to-face classroom as much as possible	Adobe Connect Google Hangouts GoToMeeting/Training Big Blue Button (Canvas) Blackboard Collaborate WebEx
Virtual Reality Creating avatars	Collaborative tasks	Second Life Voki
STAGE 3: Consolidating, Reflecting, Extending
Blogging/CMC	Creating forums for reflective postings and suggestions for and sharing of  further learning	WordPress BlogsBlogs Blogger/Blogspot PBWorks Canvas Tumblr
Class and mark tracking’/ Predictive analytics	Assessment and feedback: Suggestions to students for revision or further research based on their personalised response to the previous learning.	Engrade Showbie Notability Nearpod Knewton
Forms	Allows student s to complete forms while or after reading a text/ viewing a video etc…	Google Forms Form fields in MS Word

 

Removed content:

Ladner et al (2004) report the erosion of distinctions between on-campus and distance learning students and courses, brought about through technology. They reported the wider impact of the "classroom flip":  "When faulty goals for online learning change more fundamentally to elevate cognitive style immersion and active learning to the same level as content transmission, then library goals for online BI [bibliographic instruction] may need to change in concert" (ibid.: 330).