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Why don't you tell me what I need to know? Self-flipped classroom and students' personal epistemology.

Daniels, Mats; Cajander, Asa; McDermott, Roger; Vasilcheko, Anna; Golay, Diane

Authors

Mats Daniels

Asa Cajander

Anna Vasilcheko

Diane Golay



Abstract

This is a full research paper addressing the crucial element of understanding students when creating learning environments. It is for instance important to be aware of how students appreciate our way of teaching and to consider consequences of students not understanding or plainly disliking a setup. This paper addresses the negative experiences of students in a peer-learning environment named the self-flipped classroom. Through the lens of a theory of personal epistemology we investigate course evaluation reports and observations from anonymous students. Results indicate that the personal epistemology framework indeed gives some answers to students disliking the self-flipped aspect of the course, and that some students would rather be told what to learn in detail as in the quote: 'why don't you tell me what I need to know?'. Finally the paper presents some ideas on ways forward.

Citation

DANIELS, M., CAJANDER, A., MCDERMOTT, R., VASILCHEKO, A. and GOLAY, D. 2021. Why don't you tell me what I need to know? Self-flipped classroom and students' personal epistemology. In Proceedings of 2021 IEEE (Institute of Electrical and Electronics Engineers) Frontiers in education conference (FIE 2021), 13-16 October 2021, Lincoln, USA [virtual conference]. Piscataway: IEEE [online], article 9637355. Available from: https://doi.org/10.1109/FIE49875.2021.9637355

Conference Name 2021 IEEE (Institute of Electrical and Electronics Engineers) Frontiers in education conference (FIE 2021)
Conference Location Lincoln, USA [virtual conference]
Start Date Oct 13, 2021
End Date Oct 16, 2021
Acceptance Date Jul 19, 2021
Online Publication Date Dec 20, 2021
Publication Date Dec 31, 2021
Deposit Date Feb 10, 2022
Publicly Available Date Feb 10, 2022
Publisher Institute of Electrical and Electronics Engineers (IEEE)
Series ISSN 2377-634X
ISBN 9781665438520
DOI https://doi.org/10.1109/fie49875.2021.9637355
Keywords Personal epistemology; (Self-)flipped classroom; Competency; Motivation
Public URL https://rgu-repository.worktribe.com/output/1563784

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