Revisiting Flipped Learning Framework - Disruption and Changes

Research output: Contribution to Book/Report typesConference contribution

Abstract

This research aimed to re-design the flipped learning framework for Business students at undergraduate level. Flipped learning pedagogy appears to be increasingly popular overall the world in the last several years. However, these frameworks might be unsuitable for Business students at different levels. Therefore, we revisited the flipped learning frameworks and amended it according to quantitative and qualitative data received from our Business undergraduates from their last two years of flipped learning. With the possible disruption impact of digital technology on higher education for the next 10-15 years, the shape of business & management education can be dramatically different, as predicted by the Chartered Association of Business Schools (2019). We have tried to utilise these technologies (such as online video, quizzes, discussion forum, social media, integrated learning platforms) to delivery knowledge and information to allow students studying anytime and anywhere, but students’ engagement was inconsistent among groups and throughout the year. Consequently, this research provides a new framework focuses on Business undergraduate students, and it can be used to facilitate module leaders to develop teaching plan and activities for students who may require higher level of personalised interactivities.
Original languageEnglish
Title of host publicationEDULEARN19 Proceedings
PublisherInternational Association for Technology, Education and Development (IATED)
Pages3479-3483
Number of pages5
ISBN (Print)978-84-09-12031-4
DOIs
Publication statusPublished - 1 Jul 2019
Event11th annual International Conference on Education and New Learning Technologies - Palma, Spain
Duration: 1 Jul 20193 Jul 2019

Conference

Conference11th annual International Conference on Education and New Learning Technologies
Abbreviated titleEDULEARN19
CountrySpain
CityPalma
Period1/07/193/07/19

Fingerprint

learning
student
business school
quiz
interactive media
social media
electronic learning
education
video
leader
Teaching
management
Group

Keywords

  • Engagement
  • Flipped learning
  • Interactivities
  • Personalised
  • Social Media
  • Technology

Cite this

Sun, S., & Smith, M. (2019). Revisiting Flipped Learning Framework - Disruption and Changes. In EDULEARN19 Proceedings (pp. 3479-3483). International Association for Technology, Education and Development (IATED). https://doi.org/10.21125/edulearn.2019.0921
Sun, Sally ; Smith, Martin. / Revisiting Flipped Learning Framework - Disruption and Changes. EDULEARN19 Proceedings. International Association for Technology, Education and Development (IATED), 2019. pp. 3479-3483
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Sun, S & Smith, M 2019, Revisiting Flipped Learning Framework - Disruption and Changes. in EDULEARN19 Proceedings. International Association for Technology, Education and Development (IATED), pp. 3479-3483, 11th annual International Conference on Education and New Learning Technologies, Palma, Spain, 1/07/19. https://doi.org/10.21125/edulearn.2019.0921

Revisiting Flipped Learning Framework - Disruption and Changes. / Sun, Sally; Smith, Martin.

EDULEARN19 Proceedings. International Association for Technology, Education and Development (IATED), 2019. p. 3479-3483.

Research output: Contribution to Book/Report typesConference contribution

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AB - This research aimed to re-design the flipped learning framework for Business students at undergraduate level. Flipped learning pedagogy appears to be increasingly popular overall the world in the last several years. However, these frameworks might be unsuitable for Business students at different levels. Therefore, we revisited the flipped learning frameworks and amended it according to quantitative and qualitative data received from our Business undergraduates from their last two years of flipped learning. With the possible disruption impact of digital technology on higher education for the next 10-15 years, the shape of business & management education can be dramatically different, as predicted by the Chartered Association of Business Schools (2019). We have tried to utilise these technologies (such as online video, quizzes, discussion forum, social media, integrated learning platforms) to delivery knowledge and information to allow students studying anytime and anywhere, but students’ engagement was inconsistent among groups and throughout the year. Consequently, this research provides a new framework focuses on Business undergraduate students, and it can be used to facilitate module leaders to develop teaching plan and activities for students who may require higher level of personalised interactivities.

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Sun S, Smith M. Revisiting Flipped Learning Framework - Disruption and Changes. In EDULEARN19 Proceedings. International Association for Technology, Education and Development (IATED). 2019. p. 3479-3483 https://doi.org/10.21125/edulearn.2019.0921