Open Educational Resources (OER)-Based Flipped Classroom Practice in an Undergraduate Course
The purpose of this study was to explore the process and effectiveness of Open Educational Resources (OER)-based flipped classroom practice in an undergraduate course named “Internet and Distance Education.” The course was taught in Winter Semester, 2013 at the Zhejiang University, China to 15 undergraduate students majoring in education. The course was designed as a Web-based and blended course, which mainly included two parts. In the first 5 weeks of the course, students were invited to take a Coursera course named “Emerging Trends & Technologies in the Virtual K-12 Classroom.” In the last 6 weeks of the course, students were invited to learn Sakai-based course chapter contents and complete an OER-related assignment. Flipped classroom practices were utilized during the whole course. Data analysis found that participating students generally progressed through four stages in the OER-based flipped classroom: (1) being unfamiliar, (2) understanding, (3) adapting, and (4) becoming skilled. At the same time, students emotionally shifted from excitement and nervousness to relaxation, happiness, and confidence. Diary analysis and a general e-learner satisfaction survey found that students were generally satisfied with the OER-based flipped classroom practice. In their diaries, some students also put forward several suggestions for this form of instruction. Based on the findings, several suggestions to improve OER-based flipped classroom practices are offered.
KeywordsOpen educational resources (OER) Flipped classroom Massive open online courses (MOOCs) Higher education e-learning satisfaction
This work was supported by grant from the National Social Science Foundation of China (13CGL113) and Instructional Reform funding from Department of Education of Zhejiang Province (kg2013020).
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