A Lecturer’s Perception of the Adoption of the Inverted Classroom or Flipped Method of Curriculum Delivery in a Hydrology Course, in a Resource Poor University of Technology
Ähnlich wie A Lecturer’s Perception of the Adoption of the Inverted Classroom or Flipped Method of Curriculum Delivery in a Hydrology Course, in a Resource Poor University of Technology
Catering for gifted students in unit planningCharles Otoo
Ähnlich wie A Lecturer’s Perception of the Adoption of the Inverted Classroom or Flipped Method of Curriculum Delivery in a Hydrology Course, in a Resource Poor University of Technology (20)
A Lecturer’s Perception of the Adoption of the Inverted Classroom or Flipped Method of Curriculum Delivery in a Hydrology Course, in a Resource Poor University of Technology
1. A lecturer’s perceptionof the
adoptionof the invertedor flipped
methodof curriculumdeliveryin a
Hydrologycourse,in a resourcepoor
Universityof Technology
Ivala,E,Thiart,A,Gachago,D.
7. Students have the GREATEST accessibility to expert
learner/content domain during the tasks of LOWEST
cognitive complexity.
Students work on tasks of GREATEST cognitive
complexity and DEEPEST learning when the instructor
is LEAST accessible.
False sense of mastery
Disengagement
Academic dishonesty
Shallow learning
21. Technological self-efficacy
• “Perception of the individual’s ability to use technology in
accomplishment of a sophisticated task….”
• ICM relies heavily on Technology
• other faculty lacks knowledge and experience
in Technology – reluctant to implement ICM
• However, lecturer implemented ICM partly
because of technological self-efficiency
22. Teacher self-efficacy
• “belief in the individual’s capabilities to bring about desired
outcomes of student engagement and learning, even with
unmotivated students”
• Lecturer had very high levels of SE
• reflect on
• own teaching methods
• context of teaching
• Impact on learning
• Adopt alternative methods e.g. ICM
• Increased levels of work enjoyment
23. Perceived usefulness of ICM
• “degree to which an individual believes a particular system
would enhance the job of teaching”
• The lecturer believed in ICM as an effective
means of curriculum delivery to
• facilitate deep learning
• Enhance job satisfaction
24. Perceived ease of use of ICM
• “the degree to which the individual believes that using a
particular system would be free of effort”
• Labour intensive and time consuming to develop
learning material
• Co-teachers using different methods of teaching
• Poor classroom conditions
• Lack of technology and support in poor
universities
25. Conclusions
• The lecturer perceived ICM as
• Significant for promoting deep learning
• Enhance job satisfaction
• Adoption of ICM by other teachers affected by
teacher’s
• Technological self efficacy coupled by teacher self-
efficacy
• Negative impacts such as labour intensive
production of learning materials and contextual and
social issues at the particular university