Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture

Das, A, Nguyen, Q, Nguyen, A and Thomas, S 2018, 'Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture', in Eli Cohen (ed.) Proceedings of the 21st Informing Science and Information Technology Education Conference (InSITE 2018), California, United States, 23 - 28 June 2018, pp. 1-11.


Document type: Conference Paper
Collection: Conference Papers

Title Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture
Author(s) Das, A
Nguyen, Q
Nguyen, A
Thomas, S
Year 2018
Conference name InSITE 2018: Our Next Leap Forward
Conference location California, United States
Conference dates 23 - 28 June 2018
Proceedings title Proceedings of the 21st Informing Science and Information Technology Education Conference (InSITE 2018)
Editor(s) Eli Cohen
Publisher Informing Science Institute
Place of publication United States
Start page 1
End page 11
Total pages 11
Abstract Aim/Purpose This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
Subjects Higher Education
Keyword(s) flipped classroom
learning styles
design thinking and student centric learning
DOI - identifier 10.28945/3973
Copyright notice © 2018 Informing Science Institute (CC BY-NC 4.0) This article is licensed to you under Creative Commons
ISSN 1535-0703
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Created: Thu, 06 Dec 2018, 10:39:00 EST by Catalyst Administrator
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