Flipped Classroom Approach Seminar
Digitized & Socialized Learning in An Inverted Classroom
21 March 2019 (Thursday)
14:30 - 17:05
Professor Juergen Handke, The University of Marburg, Germany
Professor Mathew Pryor, The University of Hong Kong
Teachers in higher education
Speakers, Abstracts & Presentation Materials
Nearly all branches of public life have been introducing digital methods into their daily routines with one exception: teaching and learning. Teachers and learners of all levels have by and large been stuck in 20th-century teaching scenarios that dispense with the principles of digitization. In this seminar, Prof. Handke, one of Germany’s leading experts of digital teaching and learning, introduced an integrative model of digitization and showed how new digitized course formats enrich teaching and learning and lead to more individualization and higher degrees of flexibility. A central part of the seminar was dedicated to the integration of assessment and new formats of in-class collaborations.
Vygotsky's Social Constructivist Learning Theory (1978), argued that learning is an active and social process, and recent research studies suggest that technology-based collaborative groups have significantly better learning performance than individual learners, although, most of these studies relate to online distance learning or virtual classroom contexts.
In this seminar, Prof. Pryor presented an on-going teaching development initiative that looks to promote socialized learning within a large-sized flipped classroom in HKU’s Common Core program, as a way of enhancing student engagement and increasing effective collaboration in both pre-class and in-class learning environments.
Based on the five key factors of Hasler-Waters and Napier (2002) ‘effective collaboration model’, (providing support; get acquainted; establish communication; build trust; and get organized) the instructional design aims to facilitate socially shared-regulated learning. Students are required to work intensively on diverse structured exercises, in the same pre-class and in-class groups, that actively scaffold their learning and knowledge co-construction, by encouraging them to share their own views, explore concepts through different cultural perspectives, and reflect on their own understanding.
The positive impacts of socialized learning on student engagement in the flipped classroom are salient in both student survey and feedback.