The Technology of Flipped Classroom: Assessments, Resources and Systematic Design

Abstract

Integration of digital technologies influences the traditional educational paradigm. Students’ learning behavior moves toward flexible on demand information acquisition. New providers of education, platforms, and learning resources emerge more frequently with open access and compete with the universities, locally and globally. They offer alternative learning forms, which satisfy the new generation of learners’ expectations. It puts pressure on teachers and universities to respond to the changes immediately and effectively.

The work addresses the issues described above by elaborating one learning design: flipped classroom. The dissertation aims to extend the flipped classroom understanding and its effectiveness. It assists in finding a systematic approach to flipped classroom design for teachers. Primarily, this study implies design-based research methods in the form of practical experiments in LUT University and conceptual justification. In addition, the study is extended by applications of different educational and systematic theories and models, like TRIZ, the TPCK theory and the ADDIE model.

The results evaluate the economic, cultural, technological and design aspects of the flipped classroom on different organizational levels. Furthermore, the results of the research introduce a systematic approach to course transitions combined with an investment model. The approach aims to support teachers in course transition.

The work can serve as a solid ground for others who are studying flipped classroom or need to evaluate the resources, conditions and benefits required for the dramatic redesign of education.