A lecturer’s perceptionof the
adoptionof the invertedor flipped
methodof curriculumdeliveryin a
Hydrologycourse,in a resou...
HEI’s Traditional classroom?
- Qualityteachingandlearning?
- Deeplearning?
TWOPHASESOF LEARNING
AND
THE TRADITIONALCLASSROOM
Humanlearning takes placein
two phases:
TRANSMISSION/ ACQUISITION ASSIMILATION
Acquiring information, understanding
throug...
Bloom (1956)
Assimilation>> Transmission
from a cognitive standpoint
Potentiallyserious issue
withtraditionalmodel!
COGNITIVE
LOAD
ACCESSIBILITY
OF HELP
Students have the GREATEST accessibility to expert
learner/content domain during the tasks of LOWEST
cognitive complexity....
Howdo we respond?
COGNITIVE
LOAD
ACCESSIBILITY
OF HELP
ACCESSIBILITY
OF HELP
THEINVERTEDCLASSROOMMETHOD
(ICM)
TRANSMISSION
By “inverting”the classroomwe mean:
ASSIMILATION
In class Outside class
ASSIMILATION TRANSMISSION
Shift in what happens
during class time!
TRANSMISSION
Mainly
Outside
CLASS
The basicinvertedclassroomworkflow
Front-loading
Sometips on out-of class work
e.g basic exercises such as crosswords
Inclass on mobile devices
Theoretical Framework
External
variables
Technology Acceptance model
(Davis1989)
Perceived Ease of
use
Perceived
usefulness
Actual system
use
Be...
Adapted Framework (Chigona)
Technological
Self-efficacy
Teacher Self-
efficacy
External
Variables
Perceived ease of
use of...
Data analysis and results
Technological self-efficacy
• “Perception of the individual’s ability to use technology in
accomplishment of a sophisticat...
Teacher self-efficacy
• “belief in the individual’s capabilities to bring about desired
outcomes of student engagement and...
Perceived usefulness of ICM
• “degree to which an individual believes a particular system
would enhance the job of teachin...
Perceived ease of use of ICM
• “the degree to which the individual believes that using a
particular system would be free o...
Conclusions
• The lecturer perceived ICM as
• Significant for promoting deep learning
• Enhance job satisfaction
• Adoptio...
A Lecturer’s Perception of the Adoption of the Inverted Classroom or Flipped Method of Curriculum Delivery in a Hydrology ...
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A Lecturer’s Perception of the Adoption of the Inverted Classroom or Flipped Method of Curriculum Delivery in a Hydrology Course, in a Resource Poor University of Technology

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Presentation by Anton Thiart et al at the ICEL2013 in June 2013 in Cape Town

Published in: Education, Technology
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A Lecturer’s Perception of the Adoption of the Inverted Classroom or Flipped Method of Curriculum Delivery in a Hydrology Course, in a Resource Poor University of Technology

  1. 1. A lecturer’s perceptionof the adoptionof the invertedor flipped methodof curriculumdeliveryin a Hydrologycourse,in a resourcepoor Universityof Technology Ivala,E,Thiart,A,Gachago,D.
  2. 2. HEI’s Traditional classroom? - Qualityteachingandlearning? - Deeplearning?
  3. 3. TWOPHASESOF LEARNING AND THE TRADITIONALCLASSROOM
  4. 4. Humanlearning takes placein two phases: TRANSMISSION/ ACQUISITION ASSIMILATION Acquiring information, understanding through Lectures, reading & listening Making meaning, connections, integrating through Homework, lab work, cooperative learning, projects, discussions,
  5. 5. Bloom (1956) Assimilation>> Transmission from a cognitive standpoint
  6. 6. Potentiallyserious issue withtraditionalmodel! COGNITIVE LOAD ACCESSIBILITY OF HELP
  7. 7. Students have the GREATEST accessibility to expert learner/content domain during the tasks of LOWEST cognitive complexity. Students work on tasks of GREATEST cognitive complexity and DEEPEST learning when the instructor is LEAST accessible. False sense of mastery Disengagement Academic dishonesty Shallow learning
  8. 8. Howdo we respond? COGNITIVE LOAD ACCESSIBILITY OF HELP ACCESSIBILITY OF HELP
  9. 9. THEINVERTEDCLASSROOMMETHOD (ICM)
  10. 10. TRANSMISSION By “inverting”the classroomwe mean: ASSIMILATION In class Outside class ASSIMILATION TRANSMISSION
  11. 11. Shift in what happens during class time!
  12. 12. TRANSMISSION Mainly Outside CLASS
  13. 13. The basicinvertedclassroomworkflow Front-loading
  14. 14. Sometips on out-of class work e.g basic exercises such as crosswords
  15. 15. Inclass on mobile devices
  16. 16. Theoretical Framework
  17. 17. External variables Technology Acceptance model (Davis1989) Perceived Ease of use Perceived usefulness Actual system use Behavioural intention of use Technology self efficacy
  18. 18. Adapted Framework (Chigona) Technological Self-efficacy Teacher Self- efficacy External Variables Perceived ease of use of ICM Perceived usefulness of ICM Behavioural intention to use ICM
  19. 19. Data analysis and results
  20. 20. Technological self-efficacy • “Perception of the individual’s ability to use technology in accomplishment of a sophisticated task….” • ICM relies heavily on Technology • other faculty lacks knowledge and experience in Technology – reluctant to implement ICM • However, lecturer implemented ICM partly because of technological self-efficiency
  21. 21. Teacher self-efficacy • “belief in the individual’s capabilities to bring about desired outcomes of student engagement and learning, even with unmotivated students” • Lecturer had very high levels of SE • reflect on • own teaching methods • context of teaching • Impact on learning • Adopt alternative methods e.g. ICM • Increased levels of work enjoyment
  22. 22. Perceived usefulness of ICM • “degree to which an individual believes a particular system would enhance the job of teaching” • The lecturer believed in ICM as an effective means of curriculum delivery to • facilitate deep learning • Enhance job satisfaction
  23. 23. Perceived ease of use of ICM • “the degree to which the individual believes that using a particular system would be free of effort” • Labour intensive and time consuming to develop learning material • Co-teachers using different methods of teaching • Poor classroom conditions • Lack of technology and support in poor universities
  24. 24. Conclusions • The lecturer perceived ICM as • Significant for promoting deep learning • Enhance job satisfaction • Adoption of ICM by other teachers affected by teacher’s • Technological self efficacy coupled by teacher self- efficacy • Negative impacts such as labour intensive production of learning materials and contextual and social issues at the particular university
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