A Study of Application of the‘Model of Integrated Course Design’ for Flipped Learning in College Classroom

2021 ◽  
Vol 19 (2) ◽  
pp. 81-111
Author(s):  
Boong-Seop Shin
Keyword(s):  
Course Design ◽  
College Classroom ◽  
Flipped Learning ◽  
Integrated Course Design

Fink's integrated course design and taxonomy: The impact of their use in a “Basics of Dental Anatomy” course

2020 ◽  
Vol 84 (9) ◽  
pp. 964-973
Author(s):  
Juan Carlos Uribe Cantalejo ◽  
María Isabel Pardo
Keyword(s):  
Course Design ◽  
Dental Anatomy ◽  
The Impact ◽  
Integrated Course Design

An Integrated Course Design Model for Beginning Faculty

2014 ◽  
Vol 11 (3) ◽  
pp. 180-192
Author(s):  
Thomas F. Hawk ◽  
Amit J. Shah
Keyword(s):  
Course Design ◽  
Design Model ◽  
Integrated Course Design

scholarly journals Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
Robyn Thomas Pitts
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Course Design ◽  
Student Learning Outcomes ◽  
Lessons Learned ◽  
Learning Needs ◽  
Theory Theory ◽  
Introductory Course ◽  
Theory To Practice ◽  
Integrated Course Design

Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.

scholarly journals Evaluating an Integrated Course Design Tool for Engineering Graduate Attributes Assessment

2017 ◽  
Author(s):  
R.W. Brennan ◽  
R. Hugo ◽  
S. Li ◽  
M. Taboun
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Software Tool ◽  
Design Tool ◽  
Learning Activities ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Course Planning ◽  
Integrated Course Design ◽  
Wide Usage

The research reported in this paper isconcerned with developing a software tool (the IntegratedCourse Design Tool) based on the principle ofconstructive alignment. This tool is intended to assistinstructors with course planning by linking togethercourse learning outcomes, teaching & learning activities,and assessments. The rationale is to report on studentachievement in the context of the Engineers CanadaAccreditation Board’s graduate attributes and use thisinformation for continual improvement. Our experiencewith the ICDT has shown it to be a simple, intuitive toolfor course-based graduate attributes assessment andcontinual improvement; however, further work is requiredto extend the tool for program-wide usage.

Using Fink's integrated course design: How a book changed our students' learning, our university, and ourselves

2009 ◽  
Vol 2009 (119) ◽  
pp. 43-52 ◽  
Author(s):  
Carolyn R. Fallahi ◽  
Laura E. Levine ◽  
Joan M. Nicoll-Senft ◽  
Jack T. Tessier ◽  
Cheryl L. Watson ◽  
...  
Keyword(s):  
Course Design ◽  
Integrated Course Design

scholarly journals Using Integrated Course Design for Flipped Classroom to Promote Active Learning of Lean Six Sigma for Supply Chains

2021 ◽  
Vol 8 (1) ◽  
pp. 36-50
Author(s):  
Huay Ling Tay
Keyword(s):  
Active Learning ◽  
Supply Chains ◽  
Six Sigma ◽  
Flipped Classroom ◽  
Course Design ◽  
Lean Six Sigma ◽  
Learning Activities ◽  
Learning Goals ◽  
Learning Space ◽  
Integrated Course Design

This paper showcases an educational experience for a course titled - “Lean Six Sigma for Supply Chains” taught at university level, where an integrated course design to engage students in a flipped classroom method is used. The course design incorporates a synergy between Fink’s integrated course design model, experiential learning activities and formative assessments. The primary aim is to engage students in active learning of the course content. Therefore, all learning activities are designed according to the course learning goals, curricular and assessment requirements, prior knowledge of the students, and learning modes that are available to the students. These aspects allow educators to determine what is to be discussed in the classroom and how to facilitate active learning in-class and out-of-class. The course also leverages on the online learning space to develop both asynchronous and synchronous learning activities in order to engage student in their learning. To achieve the course learning goals, students are stimulated to participate in these learning activities and self-directed learning, in order to gain discipline specific knowledge and skills. This paper provides practical advice for course designers and programme leaders on how they can adopt an integrated course design approach in designing instructional activities for a flipped classroom setting to enhance student engagement and learning.

scholarly journals Flipped-learning course design and evaluation through student self-assessment in a predental science class

2017 ◽  
Vol 29 (2) ◽  
pp. 93-100 ◽  
Author(s):  
Jungjoon Ihm ◽  
Hyoseon Choi ◽  
Sangho Roh
Keyword(s):  
Course Design ◽  
Science Class ◽  
Flipped Learning ◽  
Self Assessment

Integrated Course Design

2014 ◽  
Vol 39 (3) ◽  
pp. 427-432
Author(s):  
Daniel M. Jenkins
Keyword(s):  
Course Design ◽  
Integrated Course Design
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