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Extended Flipped Classroom : using peer dynamics for integrative learning

Johnsson, Charlotta LU ; Nilsson, Carl-Henric LU and Kokaia, Givi (2016) In Learning in Higher Education
Abstract
The Extended Flipped Classroom (EFC) concept was developed for and applied to a selected group of students studying at the Technology Management programme, a cross-disciplinary master programme at Lund University, Sweden, in 2014. The main driving force for its development was a strong believe that the university can provide the students with, not only knowledge in various subject fields, but also, and equally important, a positive attitude to lifelong learning, an understanding of learning in the coming work-life, and the insight that their own role in the learning situation has an important impact on the outcome.
To be able to explicitly include these aspects in the master programme, the concept of Extended Flipped Classroom was... (More)
The Extended Flipped Classroom (EFC) concept was developed for and applied to a selected group of students studying at the Technology Management programme, a cross-disciplinary master programme at Lund University, Sweden, in 2014. The main driving force for its development was a strong believe that the university can provide the students with, not only knowledge in various subject fields, but also, and equally important, a positive attitude to lifelong learning, an understanding of learning in the coming work-life, and the insight that their own role in the learning situation has an important impact on the outcome.
To be able to explicitly include these aspects in the master programme, the concept of Extended Flipped Classroom was developed, and used in the course Technology Strategies and Structures (TSS). The three main components behind the concept are; flipped classroom, subject field integration, and peer learning. These imply that the students must work through the material together with peers prior to an instructor led classroom lecture, a situation that mimics how learning is done in many work-life situations where teamwork is a common way of working. The students should also analyze and understand how various subjects are interrelated. This mimics real life learning situations in which subjects are rarely encountered as separate entities but rather appears integrated and in a context. Getting an understanding of the whole picture is complementary to understanding the parts. In addition, the students will learn to listen to each other and see each other as resources of knowledge and information, and, vice versa, start to be aware of their own role as contributors in a learning situation. Altogether, EFC with its three components exposes the students to an innovative and new teaching and learning situation that will enhance their learning and practice their life-long learning skills.
This paper presents the Extended Flipped Classroom (EFC) concept; its context (Chapter 2), its content (Chapter 3), takeaways (Chapter 4), as well as a method for applying it to a course (Chapter 5).
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publication status
in press
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keywords
Extended Flipped Classroom, Subject Field Integration, Peer-learning
in
Learning in Higher Education
publisher
Libri Publishing
language
English
LU publication?
yes
id
f4c42613-1324-4386-be60-16154952262d
date added to LUP
2016-07-05 17:13:44
date last changed
2016-07-05 20:42:47
@misc{f4c42613-1324-4386-be60-16154952262d,
  abstract     = {The Extended Flipped Classroom (EFC) concept was developed for and applied to a selected group of students studying at the Technology Management programme, a cross-disciplinary master programme at Lund University, Sweden, in 2014. The main driving force for its development was a strong believe that the university can provide the students with, not only knowledge in various subject fields, but also, and equally important, a positive attitude to lifelong learning, an understanding of learning in the coming work-life, and the insight that their own role in the learning situation has an important impact on the outcome. <br/>To be able to explicitly include these aspects in the master programme, the concept of Extended Flipped Classroom was developed, and used in the course Technology Strategies and Structures (TSS). The three main components behind the concept are; flipped classroom, subject field integration, and peer learning. These imply that the students must work through the material together with peers prior to an instructor led classroom lecture, a situation that mimics how learning is done in many work-life situations where teamwork is a common way of working. The students should also analyze and understand how various subjects are interrelated. This mimics real life learning situations in which subjects are rarely encountered as separate entities but rather appears integrated and in a context. Getting an understanding of the whole picture is complementary to understanding the parts. In addition, the students will learn to listen to each other and see each other as resources of knowledge and information, and, vice versa, start to be aware of their own role as contributors in a learning situation. Altogether, EFC with its three components exposes the students to an innovative and new teaching and learning situation that will enhance their learning and practice their life-long learning skills. <br/>This paper presents the Extended Flipped Classroom (EFC) concept; its context (Chapter 2), its content (Chapter 3), takeaways (Chapter 4), as well as a method for applying it to a course (Chapter 5).  <br/>},
  author       = {Johnsson, Charlotta and Nilsson, Carl-Henric and Kokaia, Givi},
  keyword      = {Extended Flipped Classroom,Subject Field Integration,Peer-learning},
  language     = {eng},
  publisher    = {ARRAY(0x94f5b48)},
  series       = {Learning in Higher Education},
  title        = {Extended Flipped Classroom : using peer dynamics for integrative learning},
  year         = {2016},
}