Designing flipped learning in initial teacher education: The experiences of two teacher educators

Creely, Edwin; Lyons, Damien

doi:10.14742/ajet.7957

Cited by 5 publications

(5 citation statements)

References 36 publications

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“…Flexible learning empowers students to take control of their own learning experience, using a range of practices and principles that cater to individual learning styles and preferences (Shemshack, et al, 2021). From a flipped learning perspective, flexibility means collective adaptability, allowing learners to choose the mode of study that best suits their needs, whether it be synchronous or asynchronous, individual, group, or paired (see Creely & Lyons, 2022)). Hybrid and ubiquitous learning also offer flexibility in terms of time and location.…”

Section: Implications and Considerationsmentioning

confidence: 99%

Conceptual framework for flexible learning design: The Context of flipped classroom

Dikilitaş¹,

Noguera²

2023

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The paper presents a conceptual framework for flexible learning design, specifically focusing on the context of the Flipped Classroom (FC). The aim is to provide a comprehensive understanding of flexibility in learning environments and course designs, as well as explore emerging flexible modalities. The paper also underlines the theories underlying flexible learning design and discusses the implications and considerations associated with implementing such approaches. The introduction highlights the role of flexibility in education and introduces key discussions. The conceptual framework section defines flexibility and explores its various dimensions, establishing a foundation for the related arguments. Next, the paper discusses the theories that underpin flexible learning design, providing insights into the pedagogical principles and approaches that support this educational paradigm. It further explores flexible learning environments, addressing the key elements and characteristics that contribute to their effectiveness. The subsequent sections elaborate on the specific aspects of flexibility in different learning settings. It explores flexibility in F2F, blended, and online learning contexts, highlighting the unique considerations and strategies for each modality. This is followed by the presentation of emerging flexible modalities, discussing their potential benefits and challenges. The paper also emphasizes the critical role of flexibility in teaching and learning exploring how flexibility impacts what and how students learn, the delivery of instruction, didactic strategies for organizing learning activities, provision of learning resources, and the assessment and evaluation process. Furthermore, the concept of flipped learning is discussed as a flexible design, showcasing its potential as an effective approach to flexible learning. It provides practical suggestions and potential strategies for implementing flexible design within the framework of flipped learning. The literature review section synthesizes existing research on students' and teachers' perceptions of the effectiveness of the FC where the benefits and challenges associated with flexible learning approaches are explored and discussed. The paper concludes with implications and considerations for implementing flexible learning design with a discussion on the importance of student agency in taking control of the learning experience, overcoming institutional barriers, balancing planned and spontaneous flexibility, and designing for students with special needs. The paper offers a comprehensive exploration of flexible learning design within the context of the flipped classroom. It provides valuable insights into the conceptual framework, theories, practical strategies, and implications associated with implementing flexible learning approaches. The findings and recommendations presented in this report aim to inform teachers, educators, policymakers, and researchers in their efforts to promote effective and adaptable learning experiences while designing a flipped learning in their classroom.

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Section: Implications and Considerationsmentioning

confidence: 99%

Conceptual framework for flexible learning design: The Context of flipped classroom

Dikilitaş¹,

Noguera²

2023

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“…The article by Creely and Lyons (2022) offers a teacher's perspective on the flipped classroom approach. Some pertinent recommendations are made within the article in relation to the provision of dialogic spaces for shared-meaning creation, that learning is an active experience for both students and educators and that challenges in designing for hybrid approaches need to be considered.…”

Section: Examples Of Lasting Good Practicementioning

confidence: 99%

“…For example, an online education orientation experience that improves engagement with one group of students (Garivaldis et al, 2022) can be scaled out to benefit more students, broadening its impact. In another example from this special issue, successes found from using a flipped learning approach in hybrid or mixed learning environments in one course of study or the use of collaborative autoethnography to share the experiences of this approach (Creely & Lyons, 2022) could be scaled out if it were to be implemented in new units and courses of study, potentially benefiting more learners and educators. Sharing success stories, such as through publications such as this, is a first step in the process of scaling out.…”

Section: Scaling Online Educationmentioning

confidence: 99%

Achieving lasting education in the new digital learning world

Garivaldis

McKenzie

Henriksen

et al. 2022

AJET

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In this special issue of the Australasian Journal of Educational Technology, we take a step back from the events of the last 2 years and the changes that we have seen in the education arena, to remember that which has remained constant – how students learn best. Developing teaching and learning pedagogy based on lasting education theory and practice makes the past of education relevant to the present and future and creates a context where innovation can be scaled and taken further, from a single instance of impact to many. In this editorial, we present an argument for going back to our roots and present examples of the effective use of established theories of learning that continue to advance online education practice. We discuss the scaling of educational best practice to more students and more institutions, and we provide recommendations for creating sustainable and lasting future practice.

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“…Meta University pays close attention to all matters, such as: discipline of students and lecturers, facilities and infrastructure, and achievement of the syllabus in all courses. The higher education sector has undergone transformation in recent decades in response to profound change, including wide-ranging technological innovations, design initiatives, and modes of delivery (Creely & Lyons, 2022).…”

Section: Introductionmentioning

confidence: 99%

Practicality of Using E-Learning Learning Media in Entrepreneurship Courses

Maulana,

Ganefri,

Yulastri

2024

J. Int. Lingua Tech

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This development research aims to develop a learning media in the form of E-Learning in entrepreneurship courses. This e-Learning is designed to improve student learning outcomes so that students can fully understand the material provided in the entrepreneurship course. This research uses the IDI (Instructional Development Institute) development method, the IDI development procedures are: define, develop, and evaluate. The type of data is primary data where data is provided by media experts, lecturers and students. The data analysis technique used is descriptive data analysis technique, namely by describing the validity and practicality of using E-Learning. The results obtained from this research and development are as follows; (1) The validity of E-Learning is declared very valid in the content and interest aspects with a total validity value of 84.54%, while in the media and language aspects it is declared valid with a total value of 85.55% (2) The practicality of E-Learning is based on lecturer responses after going through validation declared practical with a total score of 81.25%, while the practicality of E-learning based on student responses after going through validation was declared very practical with a total score of 82.75%. Based on the findings of this research, it was concluded that E-Learning is valid and practical to be used as a learning medium in entrepreneurship courses and recommended for other courses.

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Designing flipped learning in initial teacher education: The experiences of two teacher educators

Cited by 5 publications

References 36 publications

Conceptual framework for flexible learning design: The Context of flipped classroom

Conceptual framework for flexible learning design: The Context of flipped classroom

Achieving lasting education in the new digital learning world

Practicality of Using E-Learning Learning Media in Entrepreneurship Courses

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