出版社：Australian Institutes for Educational Research
摘要：Conventional, teacher-centred classroom activities are prominent in Vietnam whereeducators are familiar with a one-way flow of information and using limited resources fortheir practice, whilst a culture of creativity in the classroom is often ignored. Vietnameseeducators face a huge challenge, motivating passive learners to be more creative andactive learners as society responds to rapid changes in technologies. This article suggeststhat a flipping structure that incorporates a design thinking approach paves the way forcourse designers to assist passive learners to become more active in their learningprocesses. An undergraduate course was redesigned and delivered in a flipped classroomdesign, aiming at nurturing active learning among students. Quantitative findingshighlighted that there was an improvement in student’s engagement, includingintellectual engagement and attendance, and that overall student satisfaction improved.
