Reflections on the use of iterative, agile and collaborative approaches for blended flipped learning development

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Authors
Owen, Hazel
Dunham, Nicola
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2015-04-15
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
elearning development
collaborative writing
iterative approach
Aotearoa
reflective narratives
flipped classrooms
blended learning
tertiary education
Unitec Institute of Technology
New Zealand
ANZSRC Field of Research Code (2020)
Citation
Owen, H., & Dunham, N. (2015). Reflections on the use of iterative, agile and collaborative approaches for blended flipped learning development. Education Sciences, 5(2), pp.85-103. doi:10.3390/educsci5020085
Abstract
E-learning experiences are widely becoming common practice in many schools, tertiary institutions and other organisations. However despite this increased use of technology to enhance learning and the associated investment involved the result does not always equate to more engaged, knowledgeable and skilled learners. We have observed two key prevalences. The first is an ingrained, and often unquestioned, set of beliefs and expectations held by the majority of people who have experienced formal education, and who are involved in the development of eLearning and blended learning experiences. These beliefs tend to impact the overall design of what a blended type of learning experience might consist of. The second prevalence is for educational institutions to embark on large-scale eLearning developments, which by their scale can prove problematic. In part because it is a long time before the school or organisation sees any benefit and there is an up-front cost before any learning value is realised. In this paper we will be discussing our experiences of the implementation of a large-scale blended-learning project at Unitec, a tertiary institution in Aotearoa, New Zealand. Approaches taken to implement the development were iterative and based on a phased rollout, with each subsequent stage being informed by the ones before it. Our discussion draws on personal reflections associated with three different perspectives and a variety of roles during the three initial phases of the change making process. Our overall aim is to share our contextualised experiences, to add to the knowledge base on blended learning, and to provide some general, practical recommendations.
Publisher
MDPI (Molecular Diversity Preservation International)
Link to ePress publication
DOI
doi:10.3390/educsci5020085
Copyright holder
MDPI (Molecular Diversity Preservation International)
Copyright notice
This is an open access article distributed under the Creative Commons Attribution License (CC BY) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Attribution-NonCommercial-NoDerivs 3.0 New Zealand
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