Teaching ICT with the flipped classroom approach in higher education settings

Yiu Chi LAI, Mee Wah Eugenia NG, Ruiqian YANG

Research output: Journal PublicationsJournal Article (refereed)

Abstract

In this study, three design cycles have been conducted in three different courses taught by the research team members
at the Education University of Hong Kong. The duration of the research spanned two years and all courses were ICT related. In the first case, we focused on how to implement the flipped classroom in the lesson while in the second and third cases, we put more emphasis on the technology issues and assessment strategies in a flipped classroom. The findings show that the flipped classroom approach can be applied to courses in higher education settings. In ICT related courses, the technology issue is not a problem as the technical hurdle is low and the course lecturers should be more ICT educated. Thus, we can implement this approach in courses focused on learning ICT, learning to teach with ICT or learning to teach ICT.
Original languageEnglish
Pages (from-to)29 - 45
Number of pages17
JournalJournal of Research in Science, Mathematics and Technology Education (JRSMTE)
Volume1
Issue number1
Publication statusPublished - 2018

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classroom
Teaching
education
learning
university education
Hong Kong
university teacher

Keywords

  • Flipped Classroom
  • ICT
  • Pedagogy
  • Teacher Education

Cite this

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Teaching ICT with the flipped classroom approach in higher education settings. / LAI, Yiu Chi; NG, Mee Wah Eugenia; YANG, Ruiqian.

In: Journal of Research in Science, Mathematics and Technology Education (JRSMTE), Vol. 1, No. 1, 2018, p. 29 - 45.

Research output: Journal PublicationsJournal Article (refereed)

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AB - In this study, three design cycles have been conducted in three different courses taught by the research team membersat the Education University of Hong Kong. The duration of the research spanned two years and all courses were ICT related. In the first case, we focused on how to implement the flipped classroom in the lesson while in the second and third cases, we put more emphasis on the technology issues and assessment strategies in a flipped classroom. The findings show that the flipped classroom approach can be applied to courses in higher education settings. In ICT related courses, the technology issue is not a problem as the technical hurdle is low and the course lecturers should be more ICT educated. Thus, we can implement this approach in courses focused on learning ICT, learning to teach with ICT or learning to teach ICT.

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