JSS  Vol.2 No.11 , November 2014
Immersive Learning Design (ILD): A New Model to Assure the Quality of Learning through Flipped Classrooms
Author(s) Hamdy A. Abdelaziz1,2
ABSTRACT
The objective of this paper was to develop an immersive Web-based learning model to assure the quality of learning through the flipped classrooms. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend/system. It was also guided pedagogically by active and reflective learning principles that support transforming of the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). To validate the suggested model, a convenience sample of graduate students studying an advanced statistics course was selected from the Distance Teaching and Training Program at Arabian Gulf University. After designing and applying this new immersive Web-based learning model (PARR), findings revealed that using the flipped classroom through this immersive Web-based learning model has a statistical and practical impact on developing achievement and self-study skills among graduate students. The contribution of this research is that it qualifies the Web-based instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper will be of benefit to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.

Cite this paper
Abdelaziz, H. (2014) Immersive Learning Design (ILD): A New Model to Assure the Quality of Learning through Flipped Classrooms. Open Journal of Social Sciences, 2, 212-223. doi: 10.4236/jss.2014.211027.
References
[1]   Brownm J.S. and Adler, R.P. (2008) Minds on Fire: Open Education, the Long Tail, and Learning 2.0. EDUCAUSE Review, 43, 16-32.

[2]   Abdelaziz, H.A. (2013) From Physical Benchmarks to Mental Benchmarks: A Four Dimensions Dynamic Model to Assure the Quality of Instructional Activities in Electronic and Virtual Learning Environments. Turkish Online Journal of Distance Education, 14, 268-281.

[3]   Abdelaziz, H.A. (2013) Avatar-Based Coaching: Using Virtual World to Develop Sales Skills and Learning Satisfaction among Business Secondary School Students. International Journal of Online Marketing, 3, 1-13. http://dx.doi.org/10.4018/ijom.2013010101

[4]   Partnership for 21st Century Skills (2013) The 21st Learning Framework. http://www.p21.org/

[5]   Serim, F. (2012) Digital Learning: Strengthening and Assessing 21st Century Skills. Jossey-Bass, San Francisco.

[6]   Chatti, M.A., Jarke, M. and Specht, M. (2010) The 3P Learning Model. Educational Technology & Society, 13, 74-85.

[7]   Sun, J.C. and Rueda, R. (2012) Situational Interest, Computer Self-Efficacy and Self-Regulation: Their Impact on Student Engagement in Distance Education. British Journal of Educational Technology, 43, 191-204. http://dx.doi.org/10.1111/j.1467-8535.2010.01157.x

[8]   Bergmann, J. and Sams, A. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day. ISTE, Washington, DC.

[9]   District Administration (2012) Kansas City Plots Next Steps. www.DistrictAdministration.com De Freitas, S., Mendez, G., Liarokapis, F., Magoulas, G. and Poulovassilis, A. (2010) Learning as Immersive Experiences: Using the Four-Dimensional Framework for Designing and Evaluating Immersive Learning Experiences in a Virtual World. British Journal of Educational Technology, 41, 69-85.

 
 
Top