A Large Class Engagement (LCE) Model Based on Service-Dominant Logic (SDL) and Flipped Classrooms

Autor/inn/en	Jarvis, Wade; Halvorson, Wade; Sadeque, Saalem; Johnston, Shannon
Titel	A Large Class Engagement (LCE) Model Based on Service-Dominant Logic (SDL) and Flipped Classrooms
Quelle	In: Education Research and Perspectives, 41 (2014) 1, S.1-24 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-2543
Schlagwörter	Foreign Countries; Blended Learning; Technology Uses in Education; Video Technology; Teaching Methods; Learner Controlled Instruction; Critical Thinking; Transformative Learning; Learner Engagement; Constructivism (Learning); Values; Large Group Instruction; Class Size; Case Studies; Tutorial Programs; Workshops; Integrated Learning Systems; Student Role; Student Responsibility; School Responsibility; Australia + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Pädagogische Transformation; Wertbegriff; Klassengröße; Case study; Fallstudie; Case Study; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Lernwerkstatt; Schulung; Australien
Abstract	Ensuring that university graduates are ready for their professional futures is a complex undertaking that includes, but is not limited to, the development of their professional knowledge and skills, and the provision of empowering learning experiences established through their own contributions. One way to draw these complex processes together for a large undergraduate class setting may be through a teaching and learning framework that centres on engagement. Engagement precipitates deeper learning, based on student-centred knowledge and skills development through co-creation. This conceptual paper proposes the Large Class Engagement model (LCE), which integrates high levels of student cognitive involvement and participation as antecedents to engagement, and treats engagement as a co-creation process between educators and students. The model applies services theory to conceptualise engagement in large flipped classes. The case study in this paper adds a new perspective to higher education. More specifically, it illustrates how a service dominant logic can be used to foster co-creation and thus enhance the learning experiences and outcomes in very large classes. (As Provided).
Anmerkungen	University of Western Australia. 35 Stirling Highway Crawley, Perth, 6009 Australia. Tel: +61-8-6488-2388; Fax: +61-8-6488-1052; e-mail: gse@uwa.edu.au; Web site: http://www.education.uwa.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10