Digital course designs such as the Flipped Classroom (FC) are increasingly enriching university education. However, before implementing such an FC, teachers face the challenge of creating content in the form of materials and activities and finding a suitable development method. This is very time-consuming, which is why circumstances such as lack of time and personnel can make implementation difficult. In other areas, agile approaches have already proven to be effective in enabling flexible and efficient development. We use this opportunity to overcome different barriers in the context of FC development by creating an agile model for FC development. To achieve this, we first examined the previous research on agile development approaches concerning the implementation of an FC by a systematic literature review, concluding that no appropriate model exists yet. Building upon this, we designed an Agile FC Development Model, which can be used by teachers to create their FC. This model is very generally designed so that it can be easily adopted. On the other hand, it can be adjusted to a particular situation without effort. We also illustrate the application of the model using a small case study.
ZusammenfassungDas Aufkommen der Corona-Pandemie hat das öffentliche Leben weltweit beschränkt. Um die Ausbreitung des Virus einzudämmen, wurden im Frühjahr 2020 die Türen deutscher Bildungseinrichtungen geschlossen, was eine Verlagerung zahlreicher Veranstaltungen in den digitalen Raum erforderte. Um aus bisherigen Erfahrungen lernen zu können, wird in diesem Beitrag die Digitalisierung einer Großgruppenveranstaltung mit mehr als 400 Teilnehmer*innen aufgezeigt, die während der Corona-Pandemie an einer deutschen Universität umgesetzt wurde. Neben dem Vorgehen, welches Bestandteile der agilen Entwicklung und Methoden des Change Managements beinhaltet, werden quantitative und qualitative Ergebnisse der Kursevaluation vorgestellt. Die daraus abgeleiteten Erkenntnisse und Handlungsempfehlungen sollen Lehrende zukünftig bei der Entwicklung digitaler Lehrveranstaltungen unterstützen.
No abstract
The usage of digital media to provide learning content is becoming increasingly popular. One form of e-learning is the Flipped Classroom (FC). FC courses, however, are still heavily dependent on the commitment of individual teachers. Repeatable descriptions of approaches or institutionalized support are rare. The high amount of work involved discourages many teachers from using FCs. Strategic course development should therefore be conducted collaboratively by several stakeholders. Change management approaches offer a solution to deal with the integration of strategies for change and consider all stakeholder groups. This paper aims to combine an FC process model and a change management approach to include all stakeholders. Based on a literature review, we develop an integrative approach and summarize the necessary aspects of change. Our results show that for the successful integration and development of FC courses, we need new roles that support the process and assure the stakeholder's acceptance.
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