The use of new technology and the flipped approach in blended and distance learning.

ID: 52376 Type: Brief Paper
  1. Michael Dal, Univeristy of Iceland, Iceland

Wednesday, March 28 12:10-12:30 PM

No presider for this session.

This paper discusses the question if the flipped approach successfully can be an integrated part of blended and distance learning in teacher education where student collaboration is mandatory. Also, it discusses what competence the teacher needs to have beforehand to use the flipped approach. In the spring of 2017, a research was conducted among teachers and students at the University of Iceland. The aim of the research was to find out if and then how teachers use the flipped approach in blended learning and how distance learners collaborate. In the study, both quantitative and qualitative research methods were used. A survey was distributed among the teacher population and distance learners. Later interviews were made with the teachers that are using the flipped approach. The results of the study are that sometimes the teachers find it difficult to work with new technologies because it is time-consuming and they have a lack of technical knowledge. Teachers stated that video presentations do not come instead of reading primary text materials but it can help students to understand the subject in question. Using the flipped approach can in many cases support student activities. Students, on the other hand, seem to be satisfied with the means of communication. They experience a good communication between group members. Using the flipped approach often means that collaboration among students is distributed. Collaboration secures discipline for the individual.

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