Course Redesign to Incorporate Flipped Delivery: A Business Degree Case in Vietnam

Autor/inn/en	Das, Ashish K.; Nguyen, Quynh T.; Nguyen, An T.; Nomikoudis, Milton; Van, Dung Ha
Titel	Course Redesign to Incorporate Flipped Delivery: A Business Degree Case in Vietnam
Quelle	In: Issues in Educational Research, 29 (2019) 2, S.363-383 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Blended Learning; Teaching Methods; Business Administration Education; Learner Engagement; Attendance; Student Attitudes; Foreign Countries; Class Activities; Creativity; Student Motivation; Instructional Design; Active Learning; Learning Processes; Undergraduate Students; Computer Science Education; Management Systems; International Education; International Cooperation; Universities; Vietnam; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Anwesenheit; Schülerverhalten; Ausland; Kreativität; Schulische Motivation; Lesson concept; Lessonplan; Unterrichtsentwurf; Aktives Lernen; Learning process; Lernprozess; Computer science lessons; Informatikunterricht; Internationale Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; University; Universität; Australien
Abstract	Conventional, teacher-centred classroom activities are prominent in Vietnam where educators are familiar with a one-way flow of information and using limited resources for their practice, whilst a culture of creativity in the classroom is often ignored. Vietnamese educators face a huge challenge, motivating passive learners to be more creative and active learners as society responds to rapid changes in technologies. This article suggests that a flipping structure that incorporates a design thinking approach paves the way for course designers to assist passive learners to become more active in their learning processes. An undergraduate course was redesigned and delivered in a flipped classroom design, aiming at nurturing active learning among students. Quantitative findings highlighted that there was an improvement in student's engagement, including intellectual engagement and attendance, and that overall student satisfaction improved. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01