ERIC Number: EJ1185327
Record Type: Journal
Publication Date: 2018-Jul
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2254-7339
EISSN: N/A
Non-Technological Learning Environments in a Technological World: Flipping Comes to the Aid
Journal of New Approaches in Educational Research, v7 n2 p88-92 Jul 2018
We live in a world permeated by digital technologies. Still, however, this digitization is not always reflected in the learning environments of higher education institutions, which raises questions about the adequacy of the instructional outcomes. In this paper, I maintain that the concept of the inverted or flipped classroom may be a fruitful path to including learning "hands-on" with technology even in learning environments absent of any technological resources. The rationale for this proposition is that flipped elements transfer the demand for technology from the teaching environment to the student. I report on a design-based research project to put this claim to a first test. The qualitative and quantitative data collected all support the idea that flipped classroom elements may help overcome differences in terms of availability of technology in different learning environments. The implications for universities and higher education teachers are discussed.
Descriptors: Educational Technology, Technology Uses in Education, Technological Literacy, Higher Education, Video Technology, Homework, Teaching Methods, Lecture Method, Comparative Analysis, Student Attitudes, Self Esteem, Anxiety, Questionnaires, Access to Computers, Foreign Countries, Blended Learning, Qualitative Research, Statistical Analysis
University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria
Grant or Contract Numbers: N/A