Enhancing the Flipped Classroom Experience with the Aid of Inclusive Design

ID: 48574 Type: Full Paper: Conceptual & Empirical Study
  1. Jorge Reyna, University of Technology Sydney (UTS), Australia
  2. Yvonne C Davila and Peter Meier, University of Technology Sydney, Australia

Tuesday, June 28 4:00-4:30 PM

Presider:
Mike Mimirinis, Anglia Ruskin university, United Kingdom

Flipped classrooms are increasingly used in tertiary institutions to engage students in active learning tasks and foster independent learning skills. The use of technology such as digital video, screencasts and interactive presentations is impacting the design of flipped classrooms. This creates an opportunity to apply the principles of Inclusive Design in the planning, development and deployment of resources used to flip the classroom. The aim of this paper is to discuss the integration of Inclusive Design into Flipped Classroom interventions to cater for a wider range of learners. For this purpose, we reviewed the pedagogical foundations of Flipped Classrooms, the advantages and disadvantages of its implementation, and discuss Inclusive Design enablers.

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