Flipped learning and the motivational framework of students
| dc.contributor.author | Wihnan, Jason | |
| dc.contributor.supervisor | Pelton, Tim | |
| dc.date.accessioned | 2015-04-29T18:27:23Z | |
| dc.date.available | 2015-04-29T18:27:23Z | |
| dc.date.copyright | 2015 | en_US |
| dc.date.issued | 2015-04-29 | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Master of Education M.Ed. | en_US |
| dc.description.abstract | The focus of this project was to develop a ‘flipped’ or blended unit of study for a senior physics course, and to consider how adolescent motivation and engagement might be influenced by a flipped classroom environment. Having students watch online video lessons can be an efficient method of disseminating information while allowing class time to be used for student-centred learning activities. This project consisted of three major components: developing online content, developing a plan for in-class collaboration, and connecting flipped learning to student motivation. It was found that both the online and in-class aspects of flipped learning may positively influence student motivation and engagement, however, some negative aspects of flipped learning have also been identified. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/6056 | |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ | * |
| dc.subject | Flipped learning | |
| dc.subject | motivation | |
| dc.subject | engagement | |
| dc.title | Flipped learning and the motivational framework of students | en_US |
| dc.type | project | en_US |