Abstract
In education, smart technology supports constructivist and student-centred learning. Various teaching approaches can be adopted in higher education context to provide smart learning pointing out adaptive teaching, learning analytics, collaborative learning, context-based learning, game-based learning and flipped learning. This study focuses on flipped learning and online discussions initiated in the online learning system Moodle. In the previous action research, we had determined benefits of online discussions such as freedom of expressing thoughts and feelings and possibility of participating at any suitable time in a friendly atmosphere. However, some problems were detected such as insufficient preparedness of students for selected topics. In this action research project, flipped learning preceded online discussions that were organized at the end of the course. The aim was to improve students’ preparedness for a discussion topic and engage them in active learning. We were aware that there was no new teaching method and no instant solutions. It is a way of thinking which includes teachers’ critical reflection. Therefore, we established a Moodle forum for a critical reflective discussion about teaching. This approach seems to be the key precondition for improving the quality of smart learning we tried to establish in our higher education context.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
First author.
- 2.
‘Some channels let you contribute titles, descriptions, subtitles and closed captions to their videos. They are viewable on the video watch page and by clicking on the [CC] icon in the player. Approved content is owned by the video owner, but you can get credit for your contributions on the video’. (https://support.google.com/youtube/answer/6054623?hl=en).
- 3.
In accordance with the idea of conducting research with people rather than on people (Reason, 1994), we asked the students whether they wished their names or their initials to be included in the reports.
- 4.
The students put forward several advantages, some of which were repeated. In this regard, we conducted a qualitative analysis of their responses using the QDA Miner Lite software. It resulted in categories related to the advantages of flipped classrooms and the frequency of their occurrence.
References
Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7–22.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
Bergmann, J., & Sams, A. (2013/2014). The flipped classroom. CSE, 17(3), 24–27.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. New York, NY: McGraw-Hill.
Bilić Meštrić, K., Đurić, T., & Ivančić, B. (2014). Teaching as a dialogue through critical friendship with students (an example of reflective practice). Život i škola [Life and School], 60(1), 160–175.
Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Atlanta: American Society for Engineering Education. Retrieved from https://peer.asee.org/22585
Bognar, B. (2009). Ostvarivanje suštinskih promjena u odgojnoj praksi posredstvom akcijskih istraživanja [Conducting significant changes in educational practice through action research]. Odgojne znanosti [Educational Sciences], 11(2), 399–414.
Bognar, B. (2015). Čovjek i odgoj [Human being and education]. Metodički ogledi [Methodical Review], 22(2), 9–37. https://doi.org/10.21464/mo42.222.937
Bognar, B. (2016). Kako do suštinskih promjena u obrazovnom sustavu? [How to achieve significant changes in the education system?]. In R. Jukić, K. Bogatić, S. Gazibara, S. Pejaković, S. Simel, A. Varga, & V. Campbell-Bar (Eds.), Zbornik znanstvenih radova s Međunarodne znanstvene konferencije Globalne i lokalne perspektive pedagogije [Conference proceedings book (academic papers), International Scientific Conference ‘Global and Local Perspectives of Pedagogy’] (pp. 324–334). Osijek, Croatia: Filozofski Fakultet Osijek, Sveučilište Josipa Jurja Strossmayera u Osijeku.
Bognar, B., Gajger, V., & Ivić, V. (2016). Constructivist e-learning in higher education. Croatian Journal of Education, 18(Sp.Ed.1), 31–46. https://doi.org/10.15516/cje.v18i0.2221
Bognar, B., & Krumes, I. (2017). Encouraging reflection and critical friendship in preservice teacher education. CEPS Journal, 7(3), 87–112. Retrieved from http://www.cepsj.si/pdfs/cepsj_7_3/pp_87-112.pdf
Bognar, L., & Matijević, M. (2002). Didaktika [Didactics] (2nd improved ed.). Zagreb, Croatia: Školska knjiga.
Boucher, B., Robertson, E., Wainner, R., & Sanders, B. (2013). “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72–77.
Costa, A., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49–51.
Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. The IAFOR Journal of Education, 3(1), 171–186.
Despotović-Zrakić, M., Marković, A., Bogdanović, Z., Barać, D., & Krčo, S. (2012). Providing adaptivity in Moodle LMS courses. Educational Technology & Society, 15(1), 326–338.
Dukić, D. (2011). E-learning: Perceptions of students at the Josip Juraj Strossmayer University of Osijek. Informatologia, 44(2), 94–100.
Dukić, D., & Mađarić, S. (2012). Online learning in Croatian tertiary education. Technical Journal, 6(1), 69–72.
Durán-Sánchez, A., García, J. Á., Rama, D. R., & Sarango-Lalangui, P. (2018). Analysis of the scientific literature published on smart learning. Espacios, 39(10). Retrieved from http://www.revistaespacios.com/a18v39n10/18391007.html
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14–27. https://doi.org/10.1007/s11528-013-0698-1
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes. Is It Effective?, Chemistry Education Research and Practice, 16(1), 179–186. https://doi.org/10.1039/C4RP00230J
Goodyear, P., & Retalis, S. (2010). Learning, technology and design. In P. Goodyear & S. Retalis (Eds.), Technology-enhanced learning: Design patterns and pattern languages (pp. 1–27). Rotterdam, The Netherlands: Sense Publishers.
Haralambos, M., & Holborn, M. (2002). Sociologija: Teme i perspektive [Sociology: Themes and perspectives]. Zagreb, Croatia: Golden marketing.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London, UK: Routledge.
Hattie, J. (2015a). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91. https://doi.org/10.1037/stl0000021
Hattie, J. (2015b). What doesn’t work in education: The politics of distraction. London, UK: Pearson.
Kavanagh, L., Reidsema, C., McCredden, J., & Smith, N. (2017). Design considerations. In C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The flipped classroom: Practice and practices in higher education (pp. 15–35). Singapore: Springer Nature.
Kember, D., Ha, T. S., Lam, B. H., Lee, A., NG, S., Yan, L., et al. (1997). The diverse role of the critical friend in supporting educational action research projects. Educational Action Research, 5(3), 463–481. https://doi.org/10.1080/09650799700200036
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Singapore: Springer.
Kim, B. H., & Oh, S. Y. (2014). A study on the SMART education system based on cloud and n-screen. Science and Education, 15(1), 137–143.
Kim, T., Cho, J. Y., & Lee, B. G. (2013). Evolution to smart learning in public education: A case study of Korean public education. In T. Ley, M. Ruohonen, M. Laanpere, & A. Tatnall (Eds.), Open and social technologies for networked learning (pp. 170–178). Heidelberg, Germany: Springer.
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30–35.
Kinshuk, Chen, N.-S., Cheng, I.-L., & Chew, S. W. (2016). Evolution is not enough: Revolutionizing current learning environments to smart learning environments. International Journal of Artificial Intelligence in Education, 26(2), 561–581. https://doi.org/10.1007/s40593-016-0108-x
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Larrington, J. M., & Lihosit, J. (2013). Flipping the legal research classroom. Perspectives: Teaching Legal Research and Writing, 22(1), 1–12.
Leino, J., Tanhua-Piiroinen, E., & Sommers-Piiroinen, J. (2013). Learning with social technologies: Workplace learner experiences of wiki and blog and perceptions of PLE. In T. Ley, M. Ruohonen, M. Laanpere, & A. Tatnall (Eds.), Open and social technologies for networked learning (pp. 59–68). Heidelberg, Germany: Springer.
Liu, D., Huang, R., & Wosinski, M. (2017). Smart learning in smart cities. Singapore: Springer Nature.
Lomax, P., Woodward, C., & Parker, Z. (1996). How can we help educational managers establish and implement effective ‘critical’ friendships? In P. Lomax (Ed.), Quality management in education: Sustaining the vision through action research (pp. 151–165). London, UK: Routledge.
Middleton, A. (2015). Smart learning: Teaching and learning with smartphones and tablets in post-compulsory education. Sheffield, UK: Media-Enhanced Learning Special Interest Group and Sheffield Hallam University.
Morgan, K., Morgan, M., Johansson, L., & Ruud, E. (2016). A systematic mapping of the effects of ICT on learning outcomes. Oslo, Norway: Knowledge Center for Education.
Norton, L. S. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. London, UK: Routledge.
Paramythis, A., & Loidl-Reisinger, S. (2004). Adaptive learning environments and e-learning standards. Electronic Journal of e-Learning, 2(1), 181–194.
Pritchard, A., & Woollard, J. (2010). Psychology for the classroom: Constructivism and social learning. Abingdon, UK: Routledge.
Radenković, B., Despotović, M., Bogdanović, Z., & Barać, D. (2009). Creating adaptive environment for e-learning courses. Journal of Information and Organizational Sciences, 33(1), 179–189.
Reason, P. (1994). Inquiry and alienation. In P. Reason (Ed.), Participation in human inquiry (pp. 9–15). London, UK: SAGE.
Reed, J., & Stoll, L. (2000). Promoting organisational learning in schools – The role of feedback. In S. Askew (Ed.), Feedback for learning (pp. 127–143). London, UK: Routledge.
Reidsema, C., Hadgraft, R., & Kavanagh, L. (2017). Introduction to the flipped classroom. In C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The flipped classroom: Practice and practices in higher education (pp. 3–14). Singapore: Springer Nature.
Roehling, P. V. (2018). Flipping the college classroom. Cham, Switzerland: Palgrave.
See, S., & Conry, J. M. (2014). Flip my class! A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6(4), 585–588. https://doi.org/10.1016/j.cptl.2014.03.003
Srivastava, K. (2014). Role of flipped classroom in education. Paripex – Indian Journal of Research, 3(4), 81–83.
Sung, M. (2015). A study of adults’ perception and needs for smart learning. Procedia – Social and Behavioral Sciences, (191), 115–120. https://doi.org/10.1016/j.sbspro.2015.04.480
Uskov, V. L., Bakken, J. P., Penumatsa, A., Heinemann, C., & Rachakonda, R. (2018). Smart pedagogy for smart universities. In V. L. Uskov, R. J. Howlett, & L. C. Jain (Eds.), Smart education and e-learning 2017 (pp. 3–16). Cham, Switzerland: Springer.
Winter, R., & Munn-Giddings, C. (2001). A handbook for action research in health and social care. London, UK: Routledge.
Wolff, L.-C., & Chan, J. (2016). Flipped classrooms for legal education. Singapore: Springer Nature.
Zhu, Z., Yu, M., & Riezebos, P. (2016). A research framework of smart education. Smart Learning Environments, 3(4), 1–17. https://doi.org/10.1186/s40561-016-0026-2
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Bognar, B., Sablić, M., Škugor, A. (2019). Flipped Learning and Online Discussion in Higher Education Teaching. In: Daniela, L. (eds) Didactics of Smart Pedagogy. Springer, Cham. https://doi.org/10.1007/978-3-030-01551-0_19
Download citation
DOI: https://doi.org/10.1007/978-3-030-01551-0_19
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-01550-3
Online ISBN: 978-3-030-01551-0
eBook Packages: EducationEducation (R0)