Flipped Learning and Online Discussion in Higher Education Teaching

Abstract

In education, smart technology supports constructivist and student-centred learning. Various teaching approaches can be adopted in higher education context to provide smart learning pointing out adaptive teaching, learning analytics, collaborative learning, context-based learning, game-based learning and flipped learning. This study focuses on flipped learning and online discussions initiated in the online learning system Moodle. In the previous action research, we had determined benefits of online discussions such as freedom of expressing thoughts and feelings and possibility of participating at any suitable time in a friendly atmosphere. However, some problems were detected such as insufficient preparedness of students for selected topics. In this action research project, flipped learning preceded online discussions that were organized at the end of the course. The aim was to improve students’ preparedness for a discussion topic and engage them in active learning. We were aware that there was no new teaching method and no instant solutions. It is a way of thinking which includes teachers’ critical reflection. Therefore, we established a Moodle forum for a critical reflective discussion about teaching. This approach seems to be the key precondition for improving the quality of smart learning we tried to establish in our higher education context.