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.
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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.
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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
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