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Article

Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development

by 1,* and 2
1
Ethos Consultancy NZ, Auckland, Aotearoa 1142, New Zealand
2
Te Kura Whanui, Unitec Institute of Technology, Auckland, Aotearoa 1025, New Zealand
*
Author to whom correspondence should be addressed.
Academic Editor: Anthony G. Picciano
Educ. Sci. 2015, 5(2), 85-103; https://doi.org/10.3390/educsci5020085
Received: 25 February 2015 / Revised: 24 March 2015 / Accepted: 7 April 2015 / Published: 10 April 2015
(This article belongs to the Special Issue Blended Learning: A Global Perspective)
E-learning experiences are widely becoming common practice in many schools, tertiary institutions and other organisations. However despite this increased use of technology to enhance learning and the associated investment involved the result does not always equate to more engaged, knowledgeable and skilled learners. We have observed two key prevalences. The first is an ingrained, and often unquestioned, set of beliefs and expectations held by the majority of people who have experienced formal education, and who are involved in the development of eLearning and blended learning experiences. These beliefs tend to impact the overall design of what a blended type of learning experience might consist of. The second prevalence is for educational institutions to embark on large-scale eLearning developments, which by their scale can prove problematic. In part because it is a long time before the school or organisation sees any benefit and there is an up-front cost before any learning value is realised. In this paper we will be discussing our experiences of the implementation of a large-scale blended-learning project at Unitec, a tertiary institution in Aotearoa, New Zealand. Approaches taken to implement the development were iterative and based on a phased rollout, with each subsequent stage being informed by the ones before it. Our discussion draws on personal reflections associated with three different perspectives and a variety of roles during the three initial phases of the change making process. Our overall aim is to share our contextualised experiences, to add to the knowledge base on blended learning, and to provide some general, practical recommendations. View Full-Text
Keywords: E-learning development; collaborative writing; iterative approach; agile E-learning development; collaborative writing; iterative approach; agile
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MDPI and ACS Style

Owen, H.; Dunham, N. Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development. Educ. Sci. 2015, 5, 85-103. https://doi.org/10.3390/educsci5020085

AMA Style

Owen H, Dunham N. Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development. Education Sciences. 2015; 5(2):85-103. https://doi.org/10.3390/educsci5020085

Chicago/Turabian Style

Owen, Hazel, and Nicola Dunham. 2015. "Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development" Education Sciences 5, no. 2: 85-103. https://doi.org/10.3390/educsci5020085

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