Toward a Learning Ecosystem to Support Flipped Classroom: A Conceptual Framework and Early Results

Giannakos, Michail N.; Krogstie, John; Aalberg, Trond

doi:10.1007/978-981-287-868-7_12

Cited by 24 publications

(29 citation statements)

References 5 publications

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“…From the viewpoint of educators, in the flipped classroom they intend to explain, improve and supplement the knowledge acquired by students out‐of‐class in order to enhance their problem‐solving and critical thinking skills (Bergmann & Sams, ). The flipped classroom is an educational technique consisting of two parts: (1) in‐class active learning activities, mostly in the form of group activities focused on knowledge construction; and (2) well‐defined self‐regulated learning out of class focused on fundamental knowledge acquisition (Blau & Shamir‐Inbal, ; Giannakos, Krogstie, & Aalberg, , p. 106).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Zheng¹,

Kim²,

Lai³

et al. 2019

Brit J Educational Tech

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In recent years, most studies on flipped classrooms or flipped learning have focused on learners' motivation, academic achievement and teachers' and students' perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most secondlevel contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Zheng¹,

Kim²,

Lai³

et al. 2019

Brit J Educational Tech

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show abstract

“…By applying this simple and good working definition to learning; we can describe a learning ecosystem "as the complex of living organisms in a learning environment (e.g. students, educators, resources), and all their interrelationships in a particular unit of space (can be digital or physical)" (Giannakos et al, 2016). In a learning ecosystem it is important to consider the interrelationships of the main actors (students and educators) but also the role of the learning space (both digital and physical).…”

Section: Learning Ecosystem For Active Learningmentioning

confidence: 99%

“…Learning ecosystems have seen as environments which are "consistent with (not antagonistic to) how learners learn." (Giannakos et al, 2016), focusing on the learning process and take into account learners' characteristics, needs and the potential dynamics and interactions with different actors (students, educators), as well as the learning environment and resources. Thus, the concept of learning ecosystem provides an ideal ground to orchestrate multiple tools and practices in the best possible way (Dillenbourg & Jermann, 2010).…”

Section: Introductionmentioning

confidence: 99%

Video-based learning ecosystem to support active learning: application to an introductory computer science course

Giannakos

Krogstie

Aalberg

2016

Smart Learn. Environ.

Self Cite

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The systematic use of technologies in order to orchestrate learning has become widely used in the past years. Diverse technologies have been applied in a variety of teaching practices; for instance learning tools which allow you to flip the classroom or monitor other active learning practices. However, the developed systems are only a subset of different kinds of learning materials and learning tools that an educator should take into consideration; and most importantly they do not offer an overview of the different learning dynamics. The development of a learning ecosystem framework, which will allow us to describe "the complex of living organisms" as well as their interrelationships, will help us to better understand and further develop our teaching approaches. In this paper, we present a video-based learning ecosystem framework and the first captured results of its application in an introductory computer science course. The framework incorporates basic e-learning tools and traditional learning practices, making it accessible to anyone wanting to implement a video-assisted project-based experience in his/her course. Its application is based on open and easy-to-use tools, allowing for the incorporation of any additional functionalities. This work aims to provide insights for other scholars and practitioners to further validate, examine, and extend the proposed framework. This approach can be used for those interested in incorporating project-based or flipped classroom approaches in their teaching, since it is a flexible procedure that may be adapted to meet their needs.

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“…The research literature demonstrates that the FC model has various contributions to teaching and learning processes (Giannakos, Krogstie, & Aalberg, ). In a traditional classroom, a new content is presented for one time and unclear points are explained again.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables

Durak

2018

Computer Assisted Learning

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The aim of this study is to investigate the effect of students' flipped learning readiness (FLR) on engagement, programming self-efficacy, attitude towards programming, and interaction intensity in the information and technology classrooms where programming is taught with the flipped classroom (FC) model. The study group of this research, which is designed by the relational screening method, consists of 371 students studying in middle school. Structural equation model was used for the data analysis. The results of the study revealed that FLR and its indicators in the programming teaching conducted with the FC model are significant predictors of engagement, attitude, programming self-efficacy, and interaction intensity. FLR is most strongly related to programming self-efficacy, whereas it is most weakly related to interaction.The most striking result of this study is that the FC model is an effective option in terms of providing engagement, interaction, self-efficacy, and learner attitude, which are the key components for the success of the instruction. It is thought that this study assists to create an awareness on the impact of FLR on students, on subjects that frame in-class attitudes, and behaviours of students.

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Toward a Learning Ecosystem to Support Flipped Classroom: A Conceptual Framework and Early Results

Cited by 24 publications

References 5 publications

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Video-based learning ecosystem to support active learning: application to an introductory computer science course

Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables

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