For the first time, I have written about actual (my very own) Higher Ed practice! I turned my design based research project centered on the flipped learning concept (for which I also won the university-wide UNIVie Teaching Award 2018) into an academic publication. It’s open access, so you can check it out yourself. And it is also my first publication available in Spanish!
We live in a world permeated by digital technologies. Still, however, this digitization is not always reflected in the learning environments of higher education institutions, which raises questions about the adequacy of the instructional outcomes. In this paper, I maintain that the concept of the inverted or flipped classroom may be a fruitful path to including learning “hands-on” with technology even in learning environments absent of any technological resources. The rationale for this proposition is that flipped elements transfer the demand for technology from the teaching environment to the student. I report on a design-based research project to put this claim to a first test. The qualitative and quantitative data collected all support the idea that flipped classroom elements may help overcome differences in terms of availability of technology in different learning environments. The implications for universities and higher education teachers are discussed.
Froehlich, D.E. (2018). Non-technological Learning Environments in a Technological World: Flipping Comes to the Aid. Journal of New Approaches in Educational Research, 7(2), 88-92. doi: 10.7821/naer.2018.7.304