4. Flipped Classroom & Open Educational Resources
as modern educational phenomena
Credits: Pixabay.com
5. Teachers who practice the Flipped
Classroom (FC) model have a more
positive attitude regarding OER than
teachers who do not practice the FC
model
HYPOTHESIS
6. CURRENT STUDY
• GERMANY, SWITZERLAND, LUXEMBOURG, ITALY,
AUSTRIA
• 361 FULLY COMPLETED DATA
• TEACHERS (DIFFERENT EDUCATIONAL LEVELS
(PRIMARY, SECONDARY I & II, HIGHER
EDUCATION)
• ~ 47.2 YEARS OLD
267
82
19
2 1
Sample
Austria Germany Switzerland Luxembourg Italy
8. QUANTITATIVE RESULTS
Questions about OER Flipped Classroom Users
(N=191)
Non Flipped Classroom Users
(N=170)
Theoretically familiar to OER 2.11 (1.34) 3.43 (1.52)
Produced materials are passed on freely. 2.48 (1.24) 2.82 (1.47)
If existing materials are changed, free transfer
again. 2.57 (1.37) 2.82 (1.59)
My materials can help others. 2.04 (1.08) 2.14 (1.25)
Skills to create materials. 1.72 (1.05) 2.64 (1.35)
Skills to share materials. 1.78 (1.12) 2.71 (1.40)
9. SIGNIFICANCE
Questions about OER Flipped Classroom Users
(N=191)
Non Flipped Classroom Users
(N=170)
Theoretically familiar to OER 2.11 (1.34) 3.43 (1.52)
Produced materials are passed on freely. 2.48 (1.24) 2.82 (1.47)
If existing materials are changed, free transfer
again. 2.57 (1.37) 2.82 (1.59)
My materials can help others. 2.04 (1.08) 2.14 (1.25)
Skills to create materials. 1.72 (1.05) 2.64 (1.35)
Skills to share materials. 1.78 (1.12) 2.71 (1.40)
10. QUALITATIVE RESULTS
FC user group
(n=191)
Non FC user group
(n=168)
I cannot finish the sentence. 16 55
Novelty 8 19
Definition 26 12
Relevance 122 73
Irrelevance 16 14
11. SEMANTIC ANALYSIS
• TEXTBOOKS
• PUBLISHING
• COPYRIGHT (INFRINGEMENTS)
• QUALITY ASSURANCE
• LACK OF QUALITY
• DIFFICULT TO FIND
• LACK OF UNDERSTANDING
• LACK OF INFORMATION
• FUTURE
• CRITICAL ANSWERS
• COLLABORATIVE
• SHARING
• LACK OF WILLINGNESS
• FACILITATE LESSON PREPARATION/
INDIVIDUALIZATION
13. THANK YOU FOR YOUR ATTENTION
DR. ELKE HÖFLER
University of Graz
elke.hoefler@uni-graz.at
@lacknere | #EduPnx
https://homepage.uni-graz.at/de/elke.hoefler/
www.digitalanalog.at
MAG. JOSEF BUCHNER
St. Gallen University of Teacher Education
Josef.buchner@phsg.ch
@Josef_Buchner
Iim.phsg.ch
Phsg.ch
Flipped-classroom-austria.at
14. REFERENCES (1/2)
• BERGMANN, J., & SAMS, A. (2012). FLIP YOUR CLASSROOM: REACH EVERY STUDENT IN EVERY CLASS EVERY DAY. WASHINGTON, DC: INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION.
• BISHOP, J. L., & VERLEGER, M. A. (2013). THE FLIPPED CLASSROOM: A SURVEY OF THE RESEARCH. IN ASEE NATIONAL CONFERENCE PROCEEDINGS, ATLANTA, GA. RETRIEVED JANUARY 25, 2019:
HTTP://WWW.STUDIESUCCESHO.NL/WP-CONTENT/UPLOADS/2014/04/FLIPPED-CLASSROOM-ARTIKEL.PDF.
• BUCHNER, J., & HANDLE-PFEIFFER, D. (2019, JANUARY). MERGE NARRATIVE AND CONTENT TO ENHANCE INDIVIDUAL SELF-DIRECTED LEARNING. PRESENTED AT THE 2019 OPENCAST SUMMIT, ETH ZURICH. RETRIEVED
JANUARY 25, 2019: HTTPS://WWW.RESEARCHGATE.NET/PUBLICATION/330441761_MERGE_NARRATIVE_AND_CONTENT_TO_ENHANCE_INDIVIDUAL_SELF-DIRECTED_LEARNING
• BUCHNER, J. & HÖFLER, E. (SUBMITTED). DER FLIPPED CLASSROOM ALS MOTOR FÜR OPEN EDUCATIONAL RESOURCES? EINE ANALYSE DER DEUTSCHSPRACHIGEN COMMUNITY. IN: MEDIENPÄDAGOGIK. FORSCHUNG UND
OPEN EDUCATIONAL RESOURCES – EINE MOMENTAUFNAHME FÜR EUROPA.
• BUCHNER, J., & SCHMID, S. (EDS.). (2019). FLIPPED CLASSROOM AUSTRIA...UND DER UNTERRICHT STEHT KOPF! BRUNN AM GEBIRGE: IKON.
• CRONIN, C. (2017). OPENNESS AND PRAXIS: EXPLORING THE USE OF OPEN EDUCATIONAL PRACTICES. IN: HIGHER EDUCATION. THE INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, [S.L.], V. 18, N.
5, AUG. 2017. RETRIEVED JANUARY 25, 2019: HTTP://WWW.IRRODL.ORG/INDEX.PHP/IRRODL/ARTICLE/VIEW/3096/4301.
• DE LOS ARCOS, B. (2014A). FLIPPED LEARNING AND OER: SURVEY RESULTS. RETRIEVED JANUARY 25, 2019: HTTPS://OSCAILTE.WORDPRESS.COM/2014/03/13/RESEARCH-FINDINGS-ON-FLIPPED-LEARNING-AND-OER/.
• DE LOS ARCOS, B. (2014B). FLIPPING WITH OER: K12 TEACHERS’ VIEWS OF THE IMPACT OF OPEN PRACTICES ON STUDENTS. RETRIEVED JANUARY 25, 2019: HTTP://ORO.OPEN.AC.UK/40093/.
• EBNER, M (2018). OER-CERTIFICATION IN HIGHER EDUCATION. IN PROCEEDINGS OF EDMEDIA: WORLD CONFERENCE ON EDUCATIONAL MEDIA AND TECHNOLOGY (PP. 1–6). AMSTERDAM, NETHERLANDS: ASSOCIATION FOR
THE ADVANCEMENT OF COMPUTING IN EDUCATION (AACE).
• GRÖBLINGER, O., KOPP, M., & ZIMMERMANN, C. (2018). STUDENTS AS ACTIVE CONTRIBUTORS IN THE CREATION OF OPEN EDUCATIONAL RESOURCES. IN INTED2018 PROCEEDINGS (PP. 2260–2269).
• HAAS, M., EBNER, M., & SCHÖN, S. (2018). PRACTICAL USAGE OF OER MATERIAL IN THE EFL CLASSROOM. IN N. LLEVOT-CALVET & O. BERNAD CAVERO (EDS.), ADVANCED LEARNING AND TEACHING. INTECHOPEN. RETRIEVED
JANUARY 25, 2019: HTTPS://WWW.INTECHOPEN.COM/BOOKS/ADVANCED-LEARNING-AND-TEACHING-ENVIRONMENTS-INNOVATION-CONTENTS-AND-METHODS/PRACTICAL-USAGE-OF-OER-MATERIAL-IN-THE-EFL-
CLASSROOM.
15. REFERENCES (2/2)
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EDUCATION AND DEVELOPMENT USING INFORMATION AND COMMUNICATION TECHNOLOGY (IJEDICT), 2009, VOL. 5, ISSUE 5, PP.101-116. RETRIEVED JANUARY 25, 2019:
HTTPS://OPEN.UCT.AC.ZA/HANDLE/11427/8860.
• KIMMONS, R. (2015). OER QUALITY AND ADAPTATION IN K-12: COMPARING TEACHER EVALUATIONS OF COPYRIGHT-RESTRICTED, OPEN, AND OPEN/ADAPTED TEXTBOOKS. INTERNATIONAL REVIEW
OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, 16(5), 39–57.
• LAGE, M. J., PLATT, G. J., & TREGLIA, M. (2000). INVERTING THE CLASSROOM: A GATEWAY TO CREATING AN INCLUSIVE LEARNING ENVIRONMENT. THE JOURNAL OF ECONOMIC EDUCATION, 31(1),
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• LI, Y., ZHANG, M., BONK, C. J., ZHANG, W., & GUO, Y. (2017). OPEN EDUCATIONAL RESOURCES (OER)-BASED FLIPPED CLASSROOM PRACTICE IN AN UNDERGRADUATE COURSE. IN F.-Q. LAI & J. D.
LEHMAN (EDS.), LEARNING AND KNOWLEDGE ANALYTICS IN OPEN EDUCATION (PP. 109–123). CHAM: SPRINGER INTERNATIONAL PUBLISHING. HTTPS://DOI.ORG/10.1007/978-3-319-38956-1_9
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