Flipped learning i samspil med problembaseret undervisning ; FLIPPED LEARNING IN INTERACTION WITH PROBLEM-BASED LEARNING.

Autor/Urheber	Lysgaard, Per
Titel	Flipped learning i samspil med problembaseret undervisning ; FLIPPED LEARNING IN INTERACTION WITH PROBLEM-BASED LEARNING.
Quelle	Aus: Lysgaard , P 2018 , ' FLIPPED LEARNING IN INTERACTION WITH PROBLEM-BASED LEARNING ' , Edulearn , Mallorca , Spain , 02/07/2018 - 04/07/2018 . (2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	Online undervisning; Undervisning af voksne; Andragogik; projektarbejde; Problembaseret undervisning; Problemorienteret undervisning; Online Education; Adult Teaching; Andragogics; Project Work; Problem-Oriented Teaching; Problem-Based Teaching
Abstract	Abstract In 2015, Aarhus University School of Engineering in Herning decided to offer an online bachelor's degree in Electronics Engineering in addition to the traditional on-campus education. In order to be able to teach both online and on-campus students, a blended learning strategy based on the 'flipped classroom' approach was implemented. At a semester evaluation, students raised the question: "When do we have time to study?" The students' concern was that as they grow and develop as students, the problem with flipped classroom becomes greater; the flipped courses simply cause the students to disapprove the flipped learning method, as they feel they spend their time on matters that the lecturers consider important. In other words, the students do not feel they have enough time to study, which also includes the time scheduled for studying. Building on a master's thesis conducted by the author at the Aalborg University in Denmark, this paper addresses the following problem formulation based on the above question: Is there a contradiction between problem-based learning and flipped learning? To be more specific, the master's thesis described the following questions:  What does it mean to 'study'?  What are the essential criteria for adult education?  What are the characteristics of problem-based learning?  What are the characteristics of the flipped learning method?  What are the differences between problem-based learning and flipped learning? A survey was conducted to investigate how much time the students in fact spend studying, working, etc., if they are satisfied with the time spent, and if they are satisfied with what they have achieved in the time spent. The results from the master's thesis revealed the following findings: A student at a higher education institution is an adult who seeks new knowledge. When students in higher education are given a relevant problem to solve, it allows them, as adults, to take control and be responsible for own learning. To be able to learn in the best possible way, adults must be able to take control in solving relevant problems. Adult learners takes responsibility for their own learning. The flipped learning method can create opportunities for problem-based teaching. There is no contradiction between problem-based teaching and flipped learning if the students experience the freedom inherent in a flipped classroom approach as compared to a traditional didactic setting. Problem-based teaching does not have to be 100% problem-oriented; there are different levels of problem orientation and it is important to find the level of problem orientation that didactically fits the study programme, semester or course. ; In 2015, Aarhus University School of Engineering in Herning decided to offer an online bachelor's degree in Electronics Engineering in addition to the traditional on-campus education. In order to be able to teach both online and on-campus students, a blended learning strategy based on the 'flipped classroom' approach was implemented. At a semester evaluation, students raised the question: "When do we have time to study?" The students' concern was that as they grow and develop as students, the problem with flipped classroom becomes greater; there are different levels of problem orientation and it is important to find the level of problem orientation that didactically fits the study programme, semester or course.
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