Abstract:

The authors present a case study of an evolving approach to teaching and learning that utilizes technology and advanced ‘flipped classroom’ activity-based design to encourage students’ lifelong learning skills. As O'Neil, Kelly, and Bone, (2012) note:

“The flipped classroom is an innovative model of teaching which utilizes educational technology and directed activities to positively impact the learning environment. In a flipped classroom, the instructor serves as a facilitator and students are empowered to become active participants in their learning experience.”

The case study shows how the principles of a ‘flipped classroom’ as defined by (Staker & Horn, 2012; p. 10) are put into practice. They state that a flipped classroom is where within a given course or subject, students move on a fixed schedule between face-to-face teacher-guided practice (or projects) on campus during timetabled sessions and online delivery of content and instruction of the same subject from a remote location (often home) in their own time. The primary delivery of learning is online. The Flipped-Classroom model accords with the idea that blended learning includes elements of student control over the time, place, path, and/or pace at which they learn.
This case study evolved over the period 2008 to 2012 and shows how a rich and rewarding experience to learning and teaching developed through the application of technology and a learning activity design approach. The innovative changes made to the traditional lecture based type of interaction are presented by colleagues instrumental and well-experienced in the design, development, delivery and enhancement of such a technology enhanced and flipped learning approach.
The technology enhanced and flipped learning design process is described, as are experiences of its delivery. The case study highlights key features of this approach, the benefits, drawbacks and offers valuable tips for those migrating to teach this way in the future.

Using a blend of technology enhanced learning and ‘flipped’ teaching techniques value has been added to the learning and teaching experience by enabling (Knight, 2009; p.8):
• Connectivity to information and to others.
• 24/7 access to learning resources.
• Greater choice over the time, place and pace of study.
• Opportunities for reflection and planning in personal learning spaces.
• Rapid feedback on formative assessments.
• More active learning by means of interactive technologies and multimedia resources.
• Participation in communities of knowledge, inquiry and learning.
• Development of skills for living and working in a digital age.

References:
Knight S., (2009) Effective Practice in a Digital Age, JISC, downloaded from www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf on 22nd January, 2013.

O'Neil, K., Kelly, T. & Bone, S. (2012). We Turned Learning On Its Ear: Flipping the Developmental Classroom. In T. Amiel &

B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2752-2756). Chesapeake, VA: AACE. downloaded from www.editlib.org/p/41156 on 22nd January, 2013.

Stake H., and Horn M., (2012) Classifying K-12 Blended Learning, Innosight Institute, downloaded from http://brokersofexpertise.net/cognoti/content/file/resources/documents/13/1319d4c9/ 1319d4c97e8faaa11702c08691abc208dcdad43f/downloadedfile_6158012205637240566_Classifying-K-12-blended-learning2.pdf on 22nd January, 2013.

Keywords:

Flipped classroom, online learning, blended learning, e-learning.