Mayer, S;
Porayska-Pomsta, K;
Unsworth, M;
Humphrey, R;
(2016)
Effects and utility in applying the flipped learning concept to teaching and learning using technology-enhanced learning for inclusive special education.
(Erasmus Plus Flipped Learning in Praxis (FLIP) UK Case Study Report
).
Flipped Learning in Praxis (FLIP)
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Abstract
The UK case study report focused on using the flipped learning approach for special education needs students within inclusive classrooms. The report focuses on the effects and utility of technology-enhanced learning as an intervention to support typical and atypical developing children’s learning is becoming well researched. However, whilst the effects of technology-enhanced learning utilized by classroom teachers’ as part of their repertoire for pedagogic design for typically developing children is increasing, the utility and effects within inclusive classrooms to support atypical developing children is underexplored.
| Type: | Report |
|---|---|
| Title: | Effects and utility in applying the flipped learning concept to teaching and learning using technology-enhanced learning for inclusive special education |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.flippedlearning.eu/publications.html |
| Language: | English |
| Additional information: | This is the published version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Flipped Learning, Special Education Needs |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10065800 |
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