Transitioning the classroom: The shift towards blended and flipped learning

Gallagher, S; Sixsmith, A; Leveaux, R; Simpson, H

Transitioning the classroom: The shift towards blended and flipped learning

Gallagher, S Sixsmith, A

Leveaux, R

Simpson, H

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Publication Type:: Conference Proceeding
Citation:: Proceedings of the 30th International Business Information Management Association Conference, IBIMA 2017 - Vision 2020: Sustainable Economic development, Innovation Management, and Global Growth, 2017, 2017-January pp. 4581 - 4592
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Gallagher, S	en_US
dc.contributor.author	Sixsmith, A https://orcid.org/0000-0003-1970-1053	en_US
dc.contributor.author	Leveaux, R https://orcid.org/0000-0002-8050-3016	en_US
dc.contributor.author	Simpson, H	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Proceedings of the 30th International Business Information Management Association Conference, IBIMA 2017 - Vision 2020: Sustainable Economic development, Innovation Management, and Global Growth, 2017, 2017-January pp. 4581 - 4592	en_US
dc.identifier.isbn	9780986041990	en_US
dc.identifier.uri	http://hdl.handle.net/10453/127700
dc.description.abstract	© 2017 International Business Information Management Association IBIMA. All Rights Reserved. The predominant focus of eLearning information systems remains distance delivery and the blending of this distance education within the classroom. Comparatively, little work has been (or is being) undertaken to advance the use of technologies (eLearning) within the ‘classroom only’ situation as eLearning is not solely for distance education. Designing effective technologically founded, educational learning that addresses the specific needs of class-based tertiary teaching is the main contribution of this article. Having online content that actively engages students both inside and outside the classroom can only occur following the critical evaluation of the modes of content selection and delivery. Furthermore, perfecting facilitator choices into the future about what technology and content used in which capacity, including whether it is online or face-to-face, would inevitably be valuable to both the learner and the teacher.	en_US
dc.relation.ispartof	Proceedings of the 30th International Business Information Management Association Conference, IBIMA 2017 - Vision 2020: Sustainable Economic development, Innovation Management, and Global Growth	en_US
dc.title	Transitioning the classroom: The shift towards blended and flipped learning	en_US
dc.type	Conference Proceeding
utslib.citation.volume	2017-January	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	2017-January	en_US

Abstract:

© 2017 International Business Information Management Association IBIMA. All Rights Reserved. The predominant focus of eLearning information systems remains distance delivery and the blending of this distance education within the classroom. Comparatively, little work has been (or is being) undertaken to advance the use of technologies (eLearning) within the ‘classroom only’ situation as eLearning is not solely for distance education. Designing effective technologically founded, educational learning that addresses the specific needs of class-based tertiary teaching is the main contribution of this article. Having online content that actively engages students both inside and outside the classroom can only occur following the critical evaluation of the modes of content selection and delivery. Furthermore, perfecting facilitator choices into the future about what technology and content used in which capacity, including whether it is online or face-to-face, would inevitably be valuable to both the learner and the teacher.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/127700