This paper explores and presents some preliminary findings of implementing a flipped learning approach into the Aalborg University Problem-Based Learning environment. An analysis of the learning theoretical framework of the flipped learning approach in a Problem-Based Learning environment is carried out and this points at some structural concerns for motivating the students. Drawing on scaffolding and self-determination theory a new semester structure of a flipped and integrated semester is implemented at a 4th semester BSc program in Medialogy. The experiment, and an explorative case study, were conducted as part of a three-year research project called “Future directions for Problem-Based Learning in a digital age” carried out at Aalborg University, Copenhagen, Denmark. Preliminary findings on the students’ learning experience being part of this new flipped and integrated semester concept are presented and discussed.
|Journal||European Journal of Social & Behavioural Sciences|
|Number of pages||12|
|Publication status||Published - 1 Jan 2020|
Kristensen, N. S., Kofoed, L. B., Bruun-Pedersen, J. R., & Andreasen, L. B. (2020). Flipped Learning in a PBL Environment: – An Explorative Case Study on Motivation . European Journal of Social & Behavioural Sciences, 27(3), 3084-3095. . https://www.futureacademy.org.uk/publication/EjSBS/VolumeXXVIIEJSBS/