In this study, three design cycles have been conducted in three different courses taught by the research team members at the Education University of Hong Kong. The duration of the research spanned two years and all courses were ICT related. In the first case, we focused on how to implement the flipped classroom in the lesson while in the second and third cases, we put more emphasis on the technology issues and assessment strategies in a flipped classroom. The findings show that the flipped classroom approach can be applied to courses in higher education settings. In ICT related courses, the technology issue is not a problem as the technical hurdle is low and the course lecturers should be more ICT educated. Thus, we can implement this approach in courses focused on learning ICT, learning to teach with ICT or learning to teach ICT. Copyright © 2018 author(s).
|Journal||Journal of Research in Science, Mathematics and Technology Education|
|Publication status||Published - 2018|
Bibliographical noteLai, Y. C., Ng, E. M. W., & Yang, R. (2018). Teaching ICT with the flipped classroom approach in higher education settings. Journal of Research in Science, Mathematics and Technology Education, 1(1), 29-45. Retrieved from http://www.estej.com/teaching-ict-with-the-flipped-classroom-approach-in-higher-education-settings/
- Flipped classroom
- Teacher education
- PG student publication