Universities are facing major challenges with increasing numbers of students and the requirement of cost savings. They intend to maintain international state-of-the-art research while providing future employees a high-quality education. In order to achieve these often conflicting goals of researching and teaching, innovative learning approaches need to be developed. We therefore propose a design of a flipped classroom for large-scale lectures that adopts a learnercentred approach and enables higher levels of interaction and learning outcomes. We therefore derive requirements from the theory of interaction and address them with design principles for large-scale flipped classrooms, which we implement in a large-scale information systems lecture. Our approach divides the teaching-learning process into a cycle of four successive phases: ITsupported phases for the acquisition and reflection of knowledge, as well as presence phases for the application and discussion of the acquired knowledge. We evaluated the concept by conducting structured interviews with lecture participants. We contribute to theory by deriving insights on how interaction and peer recognition account for the success of the flipped classroom approach. As a practical contribution, our paper gives advice on how large-scale lectures can be redesigned in order to meet future challenges of management education.
Organizations are facing the challenge of transferring knowledge from experienced to novice employees and are seeking for solutions that avoid the loss of knowledge with retiring experts. A possible way for overcoming this challenge is having employees develop learning materials for their novice colleagues. Based on insights from both, education and collaboration research, designing structured collaborative peer-creation-processes seems a promising approach due to several reasons. Within a peer-creation-process participants are guided to knowledge acquisition, transfer as well as documentation for others. By developing learning materials through collaboration with people at different level of knowledge, e.g., the tacit knowledge of the expert gets codified and is ready for being used by novices. Furthermore, the collaborative creation will create learning effects even among participants and should further increase their knowledge, and the quality of the learning materials. Unfortunately, little research has addressed reusable didactically driven processes of systematically documenting knowledge that can be used by others as learning material. In order to bridge this gap we identify requirements from educational and collaboration literature and conceptualize educationally driven changes in the layer model of collaboration, e.g., to consider learning objectives in the goals layer or to integrate peer review as mechanisms for quality control in the procedures layer. This paper opens up a promising field for collaboration research and provides future research directions for reusable structured peer-creation-processes with focus on learning. This research-in-progress paper closes with a conceptual framework with requirements of a collaborative peer creation process.
<p>Was the evacuation program for British children during the Second World War a success or a failure? This paper analyses how various types of sources, each with their own strengths and weaknesses, provide different answers to this question, and ultimately impact how the evacuations take shape in public memory.</p>
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