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Mobile and Online Instruction: Double-Flipping a Graduate Level Course to Support Instruction
PROCEEDINGS

, North Carolina Central University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This case study addressed the perceptions of nine graduate students in an online setting utilizing double-flipping of the classroom delivery model. Double-flipping allows both students and instructors to create and share flipped materials outside of the classroom that are later discussed in the classroom. This delivery model transformed the graduate level course from a traditional online synchronous and asynchronous delivery model to a more interactive, engaging, creative class that motivated, prepared participants as both producers and consumers of knowledge, promoted mobile learning, promoted project-based learning, and redefined the role of the instructor. Findings show positive dispositions to double-flipping of the classroom. The study also identified pitfalls and provided recommendations for using double-flipping in the classroom, such as training, design, delivery methods, class participation, and how to design and use multimedia.

Citation

Bull, P. (2014). Mobile and Online Instruction: Double-Flipping a Graduate Level Course to Support Instruction. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2080-2085). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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