Non-Technological Learning Environments in a Technological World: Flipping Comes To The Aid ARTICLE
NAERJ Volume 7, Number 2, ISSN 2254-7339 Publisher: University of Alicante
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 \u201chands-on\u201d 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.
Froehlich, D. (2018). Non-Technological Learning Environments in a Technological World: Flipping Comes To The Aid. Journal of New Approaches in Educational Research (NAER Journal), 7(2), 88-92. University of Alicante. Retrieved August 19, 2018 from https://www.learntechlib.org/p/184558/.
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