Augmented Reality Implementations, Requirements, and Limitations in the Flipped-Learning Approach

Augmented Reality Implementations, Requirements, and Limitations in the Flipped-Learning Approach

Nilgun Tosun (Trakya University, Turkey)
Copyright: © 2018 |Pages: 19
DOI: 10.4018/978-1-5225-5469-1.ch048

Abstract

In the year 2016, flipped learning became an innovative learning approach. The students, in flipped learning, prepare to their courses watching the videos, listening to podcasts, and reading the articles prepared for themselves, and have a prior knowledge. In flipped learning approach, efficiency of learning materials is related to providing permanent learning, facilitating the learning and being interactive. For that reason, the students should be supported with stronger learning materials rather than the aforementioned materials. The most current one among these materials includes Augmented Reality implementations that have been prominent in recent years. In this chapter, flipped learning approach and augmented reality concept will be emphasized, augmented reality implementations possible to be used in flipped learning will be exemplified, and limitations will also be discussed.
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Background

The concept of flipped learning was first introduced in 2007 by Bergmann and Sams from Woodland Park High School, when they sent the course videos they recorded to their students over the internet. According to Bergmann and Sams (2012); in the flipped learning model, students follow video lessons recorded by the teacher to complete their homework and classroom works and to perform laboratory applications. In this way; they are able to achieve much deeper learning compared to the traditional learning models.

One of the most accepted definitions and explanations about this model belongs to Eric Mazur. According to Mazur, the flipped learning model consists of five stages: (November & Full, 2012);

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