Threshold Concepts: Designing a Format for the Flipped Classroom as an Active Learning Technique for Crossing the Threshold

Autor/in	Olaniyi, Nkaepe E. E.
Titel	Threshold Concepts: Designing a Format for the Flipped Classroom as an Active Learning Technique for Crossing the Threshold
Quelle	In: Research and Practice in Technology Enhanced Learning, 15 (2020), Artikel 2 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olaniyi, Nkaepe E. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-020-0122-3
Schlagwörter	Fundamental Concepts; Blended Learning; Instructional Design; Active Learning; Teaching Methods; Science Instruction; Physics; Higher Education; Video Technology; Self Efficacy + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Lesson concept; Lessonplan; Unterrichtsentwurf; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Self-efficacy; Selbstwirksamkeit
Abstract	There is so-called troublesome knowledge in every subject. There is various subject-specific research available on what these particular concepts are, as well as some examples of how to help students cross those thresholds. There is, however, a gap in the area of implementation, a more practical format for addressing student learning when there are threshold concepts. As active learning encourages deep learning, this is key to any pedagogical method used. There is a need for a mix of teaching approaches to address the diverse learning styles that exist in any class. This paper seeks to provide a viable format that can be applied to any subject. This format is based on a flipped lesson in physics (in a higher education context) and the results from three cohorts across two academic years. The paper highlights the need for meta-learning when dealing with threshold concepts, as well as the use of interactive videos as a practical tool that contributes to self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01