Global Learn Keynote & Invited Speakers
Flipped Classrooms or Learning Communities? Fundamental Issues in Designing, Developing, Implementing, and Assessing Online Learning
Xun Ge, University of Oklahoma
Abstract: While online education has grown as a popular and widely accepted instructional delivery format to make education accessible to many individuals, there are concerns with online education, including quality of instruction, learner motivation and engagement, and student retention. Online instruction is often viewed and practiced as information transmission from instructors to students. Student-centered learning has become a challenge to online education, particularly with massive open online course(MOOCs). which involves large number of students. Although “flipped classroom,” or some other similar labels such as active learning, has been gaining attention as an innovative pedagogical approach to guide online instruction practice, it does not address the fundamental issues of education, that is, the philosophical views of learning and instruction that determine what people learn, why people learn, and how people learn. “Flipped classrooms” has thus been misrepresented by many as simply using technological tools in instruction while missing its substantial meaning and original intention.
Therefore, the purpose of this presentation is to promote and justify the fundamental values of constructivist learning, from which we examine the concept of learning communities, “flipped classroom,” the purpose of learning, the goals of learning, perceived utility and affordances of technology, and approaches to designing online learning environments. The general assumption about online education will be followed by specific discussion of each of the following interrelated areas, with the support of literature and empirical evidence: (1) communities of learners and practice, (2) motivation and engagement driven by individual needs and goals; (3) technology integration models, (4) essential knowledge and skill sets required for the 21st century; (5) assessment of learning outcomes that are aligned with the identified goals. Such discussion leads to the design consideration and rationale for designing effective online learning environments, which include the role of the instructor, learners, tools in online learning environments. Some effective pedagogical and technology integration frameworks will be examined in light of the theoretical assumptions of learning communities to enhance learners’ positive online learning experience and fully take advantage of the technological potentials.
The presentation and discussion end with the argument that online education is more than “flipped classroom.” It is also an experience and a process of knowledge construction and knowledge building for learners participating and engaging in online learning communities.
Bio: Xun Ge is Professor of Instructional Psychology and Technology in the Department of Educational Psychology, Jeannine Rainbolt College of Education at the University of Oklahoma (OU) and the former department chair. She is the incoming President (2020-2021) of the Association for Educational Technology and Communications (AECT). Previously, she served as Chair of the American Educational Research Association (AERA) Problem-based Education Special Interest Group (2016-2018). Dr. Ge’s primary research involves supporting students’ complex and ill-structured problem solving and self-regulated learning through designing instructional scaffolds, cognitive tools, learning technologies, and open learning environments (e.g., virtual learning community, game-based learning, and problem-based learning). Currently, Dr. Ge is working with her collaborators from OU and Norman Public Schools on a project investigating the impact of guided inquiry design for makerspace learning, funded by Institute of Museum and Library Services. She has published two co-edited books, 50 articles in refereed journals, 20 book chapters, and numerous conference proceedings. Dr. Ge’s scholarly works have been widely cited, as shown by Google Scholar and ResearchGate. Dr. Ge is the recipient of several prestigious national/international awards from AECT, the 2019 Outstanding Journal Article, 2012 Outstanding Journal Article, the 2004 Outstanding Journal Article, and the 2003 Young Scholar Award; from AERA, 2016 Outstanding International Research Collaboration Award; and from the Chinese American Educational Research and Development Association’s (CAERDA), 2017 Distinguished Paper Award. She has recently been invited as a keynote speaker to make a presentation and join a panel discussion at the 24thInternational Conference on Computers and Education, Arequipa, Peru. She was a faculty fellow to the University of Hong Kong and a visiting scholar to National Taiwan University of Science and Technological, National Taichung University of Education, National Changhua University of Education, and Fujian Normal University. Dr. Ge is also serving as the co-editor of the Interdisciplinary Journal of Problem-based Learning, and a board member for a number of top-tier journals, including Contemporary Educational Psychology, Educational Technology Research & Development, Instructional Science, Technology, Knowledge, and Learning, and the Internet and Higher Education.
Date & Details TBA
Punya Mishra, Arizona State University