Abstract
Flipping classrooms from traditional teaching approaches to technology-enhanced interactive classrooms requires that previously designed software be revisited for mobile use. This paper: (i) describes how an existing custom-made test-and-quiz multimedia application, originally created in Articulate Storyline™, was re-designed for Adobe Flash™ to encapsulate the original functionality for use on an array of mobile devices; and (ii) qualitatively evaluates students’ perceptions of the value of the flipped-classroom approach. The self-evaluation mobile assessment was integrated as part of a flipped-classroom with seventy two (N = 72) Nutrition students. The module used technologies during a flipped-classroom approach to facilitation. The study captures students’ perceptions of the usefulness of the approach of students’ use of the mobile application from (i) students’ course evaluations and (ii) students’ evaluations in their nutrition competency portfolios. The analysis indicates that the students readily accepted the flipped classroom approach augmented with any-time-and-place classroom-based self-evaluation applications.
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Acknowledgements
This work is based on research in part funded by (i) the National Research Foundation (NRF) of South Africa. Any opinion, findings and conclusions or recommendations expressed in this material are those of the authors and therefore the NRF does not accept any liability in regard thereto; (ii) the research participants that voluntarily gave their time to the research and shared their perceptions on the flipped classroom approach with the researchers; (iii) the North-West University for resources and support.
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Botha-Ravyse, C., Blignaut, S., Booth, M. (2015). Mobile Learning in a Flipped Multimedia Higher Education Classroom. In: Brown, T., van der Merwe, H. (eds) The Mobile Learning Voyage - From Small Ripples to Massive Open Waters. mLearn 2015. Communications in Computer and Information Science, vol 560. Springer, Cham. https://doi.org/10.1007/978-3-319-25684-9_5
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