1 research outputs found
Self-Flipped Classroom Reuse of Student-Produced Videos for Flipped Classrooms
Ph. D. ThesisThe cultures of social media and prosumerism enter the domain of modern education and power
a shift towards learner-centred active learning with a focus on learning through making in
nearly every subject, discipline and level of teaching. Keeping pace with these changes requires
pedagogical innovation and motivates us to develop and evaluate a new instructional and
learning approach that is built on the reuse of student-produced content.
This research has defined such a pedagogical approach, the Self-Flipped Classroom, built on
the synergy of Flipped Classroom and learning through making pedagogies. In the proposed
approach, the self- part of the name refers to materials that students produce as part of their own
learning; and the -flip part of the name refers to reuse of these materials by instructors for
teaching other students in the flipped classroom pedagogical model. This thesis presents the
Self-Flipped Classroom both from theoretical and practical viewpoints, and discusses the
experience of implementing the approach in courses related to Human-Computer Interaction
discipline in two universities (Newcastle University, UK and Uppsala University, Sweden).
The main contribution of this work is twofold. First, theoretical β in terms of the positioning of
the new pedagogy within existing theories and pedagogical approaches. Second, practical β in
presenting the testing and evaluation of two variants of the approach (the Distributed and the
Enclosed Self-Flipped Classrooms) in real case studies. Anyone who is interested in trying the
approach in their own practice will find the results of the presented case studies to be
informative from two perspectives: a) student attitudes to and experiences of the Self-Flipped
Classroom; b) associated benefits and challenges of the Self-Flipped Classroom for instructors.
As part of the investigation of student experiences of the presented approach, this thesis
explores lifelong learning skills development (media literacy, collaboration, attribution and
others) that are found amid other benefits for students who engage with the Self-Flipped
Classroom. The presented research has been conducted in the context of Computer Science
education, however, the presented results, and particularly the proposed Self-Flipped
Classroom approach, can be applicable to other disciplines.Newcastle Universit