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Flipping HCI (LEARNING THEORY (a) Until comparatively recently, the…
Flipping HCI
a) Until comparatively recently, the dominant model of learning was the information transfer model
b) Under this model, the process of learning involves the transfer of knowledge from the lecturer into the heads of students.
c) The mind of the student is regarded as a blank tape or tabula rasa onto which information could be recorded.
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e) By contrast, most learning theorists today adopt a constructivist model
f) Under this model the process of learning involves the brain selecting, organizing and integrating information
a) Interactive e-lectures allow the possibility of delivering the material outside the lecture room and then using classroom time to help students make sense of it.
b) The conventional relationship between classwork and homework is thus “flipped”; hence the term “flipping the classroom”.
c) Flipping the classroom has the advantage that it allows the teacher to concentrate on helping students make sense of the material rather than delivering it.
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f) One way of flipping the classroom is to deliver theory through e-lectures and then use classroom time to help students put the theory into practice.
- DISCUSSION AND CONCLUSIONS
a) The results suggest that students value the flexibility of e-lectures in terms of studying when, where and how they choose.
b) This suggests that students have a preference for a blended approach in which teaching combines both digital and face-to-face teaching.
c) Human-Computer Interaction principles can be used to both inform the design of the e-lecture interface and the structure of the teaching design.
d) Questions remain about how best to help students to structure their learning given greater flexibility in when to learn; and how best to interact with students outside the face-to-face sessions.
e) Further empirical investigation is also needed to establish the validity of the connectivist model of learning in which knowledge is connected and distributed rather than individual.
- INTERACTIVE E-LECTURES AND THE
INTERACTIVITY EFFECT
a) Unlike a video of a lecture, e-lectures structure material into topics and sub-topics.
b) In sum, e-lectures are learner centered.
c) Such interactive e-lectures have been shown to increase performance in deep-learning tests. This phenomenon is known as the interactivity effect in multimedia learning
a) The pace of the lectures is usually determined by the lecturer using a “one size fits all” approach.
b) In sum, conventional lectures are teacher centered.
- A VISION OF STUDENTS TODAY
a) Around 30 years ago in the UK, only 2% of 18 year olds would go on to university as a temporary alternative to employment. They would frequently be motivated by love of the subject and the less well-off were funded by a government grant.
b) Today, the UK government aims for 50% of the target age group to go to university. Such students typically attend university in addition to having a part-time job. They are motivated by necessity and funded by debt. This is part of what has become known as the paradigm shift in education
a) The aim of this study was to determine whether interactive e-lectures can enhance the learning process through use of the flipped classroom model.
a) Study 2 was conducted to assess the reliability of the results of Study One by attempting replication with students at another university, studying a different subject at a different level.