A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation

Autor/inn/en	Tanner, Maureen; Scott, Elsje
Titel	A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation
Quelle	In: Journal of Information Technology Education: Research, 14 (2015), S.219-241 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Foreign Countries; Blended Learning; Educational Technology; Homework; Technology Uses in Education; Teaching Methods; Video Technology; Systems Analysis; Active Learning; Problem Solving; Educational Benefits; Barriers; Program Implementation; Questionnaires; College Students; Student Attitudes; Tests; Workshops; Learner Engagement; Student Participation; South Africa + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Hausaufgabe; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; System analysis; Systemanalyse; Aktives Lernen; Problemlösen; Bildungsertrag; Fragebogen; Collegestudent; Schülerverhalten; Examination; Prüfung; Examen; Lernwerkstatt; Schulung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper describes a flipped classroom approach followed to teach systems analysis, design and implementation at university level. The techniques employed are described. These techniques were underpinned by a theory of coherent practice: a pedagogy that provides a framework for the design of highly structured interventions to guide students in their learning experiences. The paper also describes the students' perceived benefits and limitations of the approach. Overall, the flipped classroom approach had a positive impact on students' attitude to learning, level of understanding, ability to apply concepts and engagement. Limitations were mostly in line with a reluctance to take charge of their own learning (for some of them) and inability to engage in group discussions. A set of recommendations are proposed to address these gaps in line with what has been prescribed in literature. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEResearch/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01