Adapting the Flipped Classroom Model to a Design Course in Online Learning Environments: A Case Study.
This study aimed to investigate the views of students enrolled on a desktop publishing course of the flipped classroom model adapted to a design course conducted in an online learning environment. The model was implemented over one semester, and at the end, semi‐structured interviews were conducted...
| Publicado en: | International Journal of Art & Design Education Vol. 43; no. 1; pp. 51 - 67 |
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| Formato: | Artículo |
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Wiley-Blackwell
Feb2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=175548349&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 175548349 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2024 vid: 43 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 175548349 10.1111/jade.12481 ppf: 51 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 761KB tig: atl: Adapting the Flipped Classroom Model to a Design Course in Online Learning Environments: A Case Study. aug: au: Kocak, Omer su: Desktop publishing education Flipped classrooms Distance education Teaching methods Content analysis Students sug: subj: Desktop publishing education Flipped classrooms Distance education Teaching methods Content analysis Students keyword: adaptation design course desktop publishing flipped classroom online learning ab: This study aimed to investigate the views of students enrolled on a desktop publishing course of the flipped classroom model adapted to a design course conducted in an online learning environment. The model was implemented over one semester, and at the end, semi‐structured interviews were conducted with 65 volunteer students. Content analysis was used to analyse the students' views. It was determined that delivering course content through instructor‐created videos had a positive effect on student views of the course. In addition, the students stated that doing assignments outside the classroom and evaluating them during the course contributed significantly to their learning design. Finally, student views on the feasibility of conducting the course through traditional design teaching methods in an online learning environment were examined. The students stated that delivering the course in live online classes may have both positive and negative aspects. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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