Implications of Zoom and Similar Apps on ‘Flip-class’ Outcome in the New Normal

Mohamed Buheji,Dunya Ahmed

doi:10.5296/ijld.v10i3.17374

Abstract

The development of the New Normal in Post-COVID-19 has its implication on education. During just the first few months of the pandemic, many classes turned to be on Zoom, Google Class, etc. and many Universities activated their Blackboard or similar platforms. The classical education system has resisted this system change for many years, as they resisted more change in the mindset of how the classes should be delivered and managed.This paper explores how the ‘flip-class’ and ‘disruptive learning’ can be part of the coming transformation towards preparing students more for the new normal required competency and enhance their life-purposefulness. The multidisciplinary, international researchers propose a hybrid model of Flip-class and Educational Social Network (ESN) could change the outcome of the courses intended learning to the better and prepare students for the unstable labour market.

Highlights

IntroductionThe aim of this paper is to identify, analyse and describe how students can effectively lead the learning and the educational process through the Zoom similar apps where they experience flip-class and disruptive teaching methods
This paper explores how the ‘flip-class’ and ‘disruptive learning’ can be part of the coming transformation towards preparing students more for the new normal required competency and enhance their life-purposefulness
The aim of this paper is to identify, analyse and describe how students can effectively lead the learning and the educational process through the Zoom similar apps where they experience flip-class and disruptive teaching methods

Summary

Introduction

The aim of this paper is to identify, analyse and describe how students can effectively lead the learning and the educational process through the Zoom similar apps where they experience flip-class and disruptive teaching methods. The paper presents elements of the authors teaching practices that have been used throughout the last five academic years Such practices involve engaging students in the learning process, encouraging peers’ observations and feedback, as well as developing the faculty to improve the way teaching is delivered. Chow et al (2020), Rosenberg (2013), Falchikov (2001). In the flip-class, the teacher might delegate all the class to respond to certain questions, while only giving a small amount of guidance and feedback. In this type of class, the explanation of the course content is done by the students but with the mentorship of the teacher. In this type of class, the explanation of the course content is done by the students but with the mentorship of the teacher. Rosenberg (2013), Polding (2007)

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