About this paper

Appears in:
Pages: 9394-9398
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0740

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain


A. Scerbakov, F. Kappe, N. Scerbakov

Graz University of Technology (AUSTRIA)
The "flipped" classroom (reverse instruction) is an educational strategy where a theoretical background is learned by students outside of the classroom. The classroom learning deals mainly with the practical application of the theoretical background. The strategy is getting popularity as it improves learning outcomes in some training areas. In this paper, we describe the e-learning scenario that utilizes the flipped approach.

The method was practically implemented as a component of the Learning Management System (LMS). Generally, the LMS supports the project-based learning by means of the special "Project" application. Each "Project" is a protected memory space that can be used by a group of students - project members. "Projects" are supposed to be created by teachers. The teacher defines a title, short description and a maximum number of project members for each project. Consequently, any student enrolled for a particular course, may select a project and register as a project member while there is still a free place.

Essentially, "Projects" incorporate files of two different types, there are so-called teacher files that can be uploaded only by teachers, and cannot be modified or deleted by the project members. Normally, such teacher files contain information necessary for the students to develop the project. Project members work with another type of files that are called project files. Registered project members may access teacher files and project files; they may upload, modify and delete project files.

To provide a necessary level of collaboration and support, project files:
• may be commented by project members and/or by the teacher;
• may be evaluated by a teacher, and results are visible for project members.

Flipped classroom principles are implemented with another so-called "Problem-Solving" application that will be called "Problems" for short. In this case, teachers also create individual working spaces that are called "Problems". There is also a working group of students associated with each "Problem". Students may enroll themselves in a working group similar to the previous case. There are three types of files that can be uploaded into the "Problem" memory space:
• teacher files that define a problem to be solved;
• technology description files that identify a particular technology and described it on a level sufficient for solving the problem;
• project description files that simply illustrate the project implementation stages similar to the previous case of "Projects".

Thus, the scenario gets started with the definition of problems by the teacher. The teacher is not supposed to define any technological solutions or recommendations; the teacher just defines a goal of the whole group work, for example, "Develop a mobile application ...". The students must choose a set of relevant technological solutions sufficient for achieving the goal defined by the teacher, and describe the existing technology on a level sufficient for solving the problem. This task is reported on the server in the form of the technology description files. Essentially, other students working on other problems may access the technology description files, comment and evaluate them; and, thus, learn those technological solutions.

Finally, the working group develops the application and publishes the report on the server where it is finally evaluated by the teacher to assess the students' progress with the course.
author = {Scerbakov, A. and Kappe, F. and Scerbakov, N.},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0740},
url = {https://dx.doi.org/10.21125/iceri.2018.0740},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {9394-9398}}
AU - A. Scerbakov AU - F. Kappe AU - N. Scerbakov
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0740
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 9394
EP - 9398
ER -
A. Scerbakov, F. Kappe, N. Scerbakov (2018) PRACTICAL FLIPPED E-LEARNING SCENARIO, ICERI2018 Proceedings, pp. 9394-9398.