Changing Roles in a Mobile Flipped Pedagogical Model in Higher Education
PROCEEDINGS
Teresa Franklin, Yanyan Sun, Nick Yinger, Jeffrey Anderson, Eugene Geist, Ohio University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper examines the implementation of HTC tablet devices, a flipped classroom model and the changing roles of the faculty instructor and leaners when using this device in an undergraduate business management course in a business college and a graduate course in early childhood in a college of education in a large Midwestern university. The research describes the classroom setting, development of content, instructor and student perspectives of the implementation and the use of the tablet both in class and out of class as well as the barriers associated with tablet use when embedded in a higher education course. Findings indicate that the flipped pedagogical model of instruction coupled with the use of technology did increase student learning and allowed the faculty member individualized consultation on homework, more interaction on team product development and application of theory and co-learners of content among faculty and learners.
Citation
Franklin, T., Sun, Y., Yinger, N., Anderson, J. & Geist, E. (2013). Changing Roles in a Mobile Flipped Pedagogical Model in Higher Education. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3702-3707). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 11, 2021 from https://www.learntechlib.org/primary/p/48684/.
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