Abstract
The systematic use of technologies in order to orchestrate learning has become widely employed in the past years, and diverse technologies have been applied in a variety of teaching practices, for instance, learning tools which allow you to flip the classroom or monitor other active learning practices. However, the developed systems are only a subset of different kinds of learning materials and learning tools that an educator should take into consideration, and most importantly, they do not offer an overview of the different learning dynamics. The development of a learning ecosystem framework, which will allow us to describe “the complex of living organisms” as well as their interrelationships, will help us to better understand and further develop our teaching approaches. In this paper, we present a learning ecosystem framework and the first captured results of its application. The framework incorporates basic e-learning tools and traditional learning practices, making it accessible to anyone wanting to implement a flipped classroom experience in his/her course. Its application is based on easy-to-use tools, allowing for the incorporation of any additional specificities. This work aims to provide insights for other scholars and practitioners to further validate, examine, and extend the proposed framework. This approach can be used for those interested in incorporating flipped classroom in their teaching, since it is a flexible procedure that may be adapted to meet their needs.
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Acknowledgements
The authors wish to thank the students of the study who kindly contributed their time and effort. Finally, we would like to thank the Research Council of Norway for the financial support (project number: 248523/H20).
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Giannakos, M.N., Krogstie, J., Aalberg, T. (2016). Toward a Learning Ecosystem to Support Flipped Classroom: A Conceptual Framework and Early Results. In: Li, Y., et al. State-of-the-Art and Future Directions of Smart Learning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-287-868-7_12
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DOI: https://doi.org/10.1007/978-981-287-868-7_12
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