Abstract:

Learning design is a research field aimed at developing tools that assist educators in planning and analyzing teaching and learning activities within technologically supported courses featuring innovative elements. In recent years, the flipped learning model has been implemented in both secondary and higher education, demonstrating positive outcomes in the educational process by leveraging online technologies to create student-centered learning experiences. However, challenges and difficulties arise from the application of this model, primarily related to learners' preparedness, sustaining their interest, and providing appropriate guidance.

This paper presents a framework for applying the flipped learning model with the goal of fostering an exploratory approach to knowledge acquisition, the application of knowledge in meaningful contexts, and the refinement of knowledge alongside the development of metacognitive skills. The proposed framework was implemented in a widely used Learning Management System (LMS) environment in Greek education, supporting both fully online and blended learning approaches. The framework incorporates innovative features that allow for alternative flipped learning designs. It emphasizes the principles of constructivist learning and employs alternative forms of assessment that contribute to the cultivation of metacognitive skills. The framework consists of three phases: "Before the class", "In the class" and "After the class."

During the "Before the class" phase, an educational context is provided to engage learners, help them grasp new concepts and make appropriate relationships to mastered ones, and facilitate the execution of activities during the classroom session. These individual activities leverage learners' previous knowledge (e.g. interactive videos with relevant questions), spark interest (e.g. educational games), allow learners to progress at their own pace (e.g. studying materials, watching videos), and provide opportunities for self-assessment (e.g. through questions in educational games or interactive videos). The "In the class" phase offers an educational context that promotes learner activation, self-directed learning, collaboration and application of new knowledge. It also incorporates formative assessment and feedback mechanisms through a range of activities designed for individual and collaborative learning. Various activities, such as role play and group tasks, are suggested to clarify and solidify new knowledge in a constructive manner. Lastly, the "After the class" phase aims to harness the positive aspects of alternative forms of assessment (e.g. peer and collaborative assessment) and participatory activities (e.g. discussions) to enhance and refine knowledge while fostering reflection and critical thinking skills.

An experimental application of the framework was carried out with six (6) postgraduate students who had successfully completed courses on learning design and online learning. These students assumed the role of potential instructors and designed a course using the flipped model within the LMS. Additionally, they responded to an online questionnaire aimed at capturing their experiences. The outcomes are promising, as they illustrate the overall satisfaction of the proposed framework and the effectiveness, user-friendliness of the implemented functionality within the LMS. Furthermore, the study unveiled a diverse array of flipped learning designs spanning across various subject matters.

Keywords:

Flipped learning, Learning design, Learning Management System, Higher Education.