Case Study of Online Flipped Learning in Higher Education

Due to a world-wide health emergency, higher education instructors were compelled to adapt their courses from traditional in-person classes to remote learning. In this case study, we investigated the use of flipped learning for this adaptation process from diverse higher education instructors’ perspectives. To mitigate social distancing requirements, instructors included synchronous and asynchronous components in using the flipped approach to their courses. The use of video conferencing synchronous sessions to replace the in-person class time showed a nuanced approach to flipped learning that required exploration. Instructors from distinct academic settings were interviewed on their experience in using the flipped approach in their courses adapted for maintaining social distancing protocol. Using case methodology, nine instructors from various locations and disciplines were interviewed on how they transformed their courses utilizing flipped approaches. Findings from the interview texts showed the distinction of asynchronous and synchronous elements, as key components of fully online flipped learning environments. Findings in this study highlights the importance of supporting student engagement for autonomous learning in courses using online flipped learning approaches. Implications for the support of student self-determined learning through the implementation of synchronous and asynchronous learning components are discussed

Developing the developers – supporting development of online conference presentations

Delivering online tuition has become standard practice in most universities with many students receiving part of their tuition online. However, so far there appears to be a resistance to utilising online delivery for staff and academic development. An online academic development conference was delivered to 150 teaching staff delegates over the course of a week. The conference structure was to have a keynote presentation and eleven shorter discussion presentations, each with their own dedicated asynchronous discussion forum. Conference presenters were each asked to produce a video presentation of up to 7 minutes and run an associated online forum. This paper reports on the experience of the presenters in producing their video presentations and running the forums. It will highlight the valuable development opportunity for presenters as well as summarising their experiences. Finally it will outline the lessons we have learnt and propose some recommendations for others considering running online staff development conferences

Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy

We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research

Exploring the virtual classroom: What students need to know (and teachers should consider)

Technological improvements in many countries have meant that institutions offering distance education programmes now have more options available to them to communicate and interact with their students, and increasingly, attention is being turned to the potential of Web2 technologies to facilitate synchronous interaction. This study explores the affordances and limitations of an online virtual classroom, Adobe Connect Pro, when used in the learning programmes of two groups of undergraduate and postgraduate education students. Results indicate that while both groups gained value from using the classroom, they also found it a completely new environment, and one to which many had trouble transferring the interaction and communication skills developed in other contexts. The reasons for this related to three specific areas of knowledge – technical, procedural and operational, that were identified as being critical to student performance in this environment. The study suggests that educators and course designers need to embed strategies into their online offerings to enable students to develop these, if they are to gain substantial benefit from the availability of virtual classrooms. Additionally, the study identified that when making design decisions about online learning environments, it is very much a matter of horses for courses when selecting tools for specific purposes. While the virtual classroom proved useful for developing social connection and a sense of community, it may not be so beneficial for supporting deeper learning

‘Living’ theory: a pedagogical framework for process support in networked learning

This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case‐study analysis of learners’ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case‐study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes—orientation, communication, socialisation and organisation—that were associated with ‘learning to learn’ in the course’s networked environment, and offers a flavour of participants’ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process‐focused (as well as domain‐focused) learning tasks

Communicating, learning and the in-between: a study of the impact of open-access, informal online learning environments

1. The broad aim of this project has been to contribute understandings of the uses of computer-mediated communication in 'informal' (not leading to certification) yet institutionally-hosted online spaces. The project consisted of an investigation into engagement with communication and discussion tools provided by OpenLearn, the Open University's Open Content Initiative (http://www.open.ac.uk/openlearn). 2. The research focused on a selection of examples of asynchronous and synchronous communication situations within OpenLearn, including a selection of forums from the LearningSpace (http://openlearn.open.ac.uk) and various instances of synchronous communication using FM (FlashMeeting) that took place within the context of two pilot studies organised by the researcher in coordination with discipline-based colleagues. 3. Whilst the research was based on an action research orientation, the approach was predominantly exploratory and ethnographic methods (observation and participant observation) were used, complemented with semi-structured interviews, as appropriate. Thematic analysis was used within a grounded theory approach. 4. The study suggests 5 themes as core elements of engagement in CMC within an OER context: 'validation�; 'privacy�; 'trust�; 'purposefulness�; 'leadership'. The themes are mutually-dependent and each warrants more detailed investigation, and relevant topics are discussed. 5. In short, the study provides a contribution to enquiries on the impact of OERs in that it brings to light, from within a sample of learning situations across the 'informal�/�formal' space, a number of boundary issues concerning curriculum and, in particular, pedagogy. It suggests that a major aspect of the impact of OERs is that their availability is not only creating new challenges but also uncovering previously veiled tensions and questions regarding identity and boundaries. 6. A number of outputs have been generated, including two new projects that capitalise on understandings facilitated during the pilots carried out within the remit of this study

The Effectiveness of Customer Education: evaluating synchronous and asynchronous e-learning technologies

This paper considers the role played by customer education in enhancing their engagement by enriching the customer experience. Enrichment may be seen in terms of enhanced customer communication or service co-creation. This is often mediated by the effectiveness of customer education. Consequently, organisations are evolving new ways of educating their customers to carry out their roles as co-producers. Increasingly this process depends on the latest synchronous and asynchronous e-learning technologies, requiring significant resource investments. Whilst it is easy for organisations to become absorbed with the latest technological trends, we suggest a refocussing on how customers actually engage in learning and skills acquisition. A conceptual framework is developed that combines key concepts from IT service delivery with well-established models of learning acquisitio

An exploration into the use of the digital platform Slack to support group assessments and feedback and the impact on engagement - Working Paper

Funded by Teaching Innovation Project (DMU)Assessment and feedback is consistently highlighted as an area where students feel Higher Education Institutions (HEIs) could improve and regularly scores lowest of the key criteria for student satisfaction (Grove, 2014). Furthermore, group assessment, where students not only need to learn assessment requirements, but also social skills required to work collaboratively (Reiser, 2017), can create additional challenges. The majority of university students have grown up as digital natives, with 81% of students reporting use of mobile devices whilst studying (Al-Emran, Elsherif & Shaalan, 2016). There is a requirement to consider more brave and innovative technological approaches to supporting students. This working paper explores whether adopting an industry tool Slack, a Computer-Mediated Communication platform, can be an effective tool in group assessments. More specifically, can Slack facilitate an innovative and collaborative group learning community for mediating and supporting group assessments amongst level 5 undergraduate marketing students and additionally develop graduate competencies. Proposing a programme of qualitative inquiry, using a multi-method case study approach, data will be collected through six focus groups of 8-10 students and two semi-structured individual interviews with members of the teaching team in order to evaluate the use of Slack in supporting and engaging students in group assessments