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ERIC Number: EJ1084458
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1547-9714
A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation
Tanner, Maureen; Scott, Elsje
Journal of Information Technology Education: Research, v14 p219-241 2015
This paper describes a flipped classroom approach followed to teach systems analysis, design and implementation at university level. The techniques employed are described. These techniques were underpinned by a theory of coherent practice: a pedagogy that provides a framework for the design of highly structured interventions to guide students in their learning experiences. The paper also describes the students' perceived benefits and limitations of the approach. Overall, the flipped classroom approach had a positive impact on students' attitude to learning, level of understanding, ability to apply concepts and engagement. Limitations were mostly in line with a reluctance to take charge of their own learning (for some of them) and inability to engage in group discussions. A set of recommendations are proposed to address these gaps in line with what has been prescribed in literature.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa