Development of an Instructional Design Model for Flipped Learning in Higher Education

Autor/inn/en	Lee, Jihyun; Lim, Cheolil; Kim, Hyeonsu
Titel	Development of an Instructional Design Model for Flipped Learning in Higher Education
Quelle	In: Educational Technology Research and Development, 65 (2017) 2, S.427-453 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9502-1
Schlagwörter	Instructional Development; Instructional Design; Models; Blended Learning; Higher Education; Individualized Instruction; Web Based Instruction; Lecture Method; Conventional Instruction; Learning Activities; Usability; Program Implementation; Algebra; College Students; Foreign Countries; Validity; Expertise; Field Studies; Program Evaluation; College Faculty; Student Satisfaction; Statistical Analysis; South Korea; United States + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Web Based Training; Lernaktivität; Collegestudent; Ausland; Gültigkeit; Expert appraisal; Praxisforschung; Programme evaluation; Programmevaluation; Fakultät; Statistische Analyse; Korea; Republik; USA
Abstract	In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with peers and instructors. Although the conceptual framework of FL may be intuitively appealing, its design and implementation involve considerable intricacy. The purpose of this study was to develop a FL design model for higher education that could systematically guide instructors or designers in creating an appropriate blend of individualized online lectures and collaborative face-to-face learning activities. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal and external validation through model usability tests, expert review, and field evaluation. The implementation of an algebra class in a Korean university designed by the final model resulted in significant increases in the maturity of mathematical views, quality of reflections, and satisfactions of students. Features of the model are discussed, along with theoretical and practical implications and suggestions for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01