Why Flipping the Classroom Is Not Enough: Digital Curriculum Making after the Pandemic

Autor/inn/en	Backes, Susanne; Baumann, Isabell; Harion, Dominic; Sattler, Sabrina; Lenz, Thomas
Titel	Why Flipping the Classroom Is Not Enough: Digital Curriculum Making after the Pandemic
Quelle	In: Prospects, 51 (2021) 1-3, S.347-361 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-021-09555-9
Schlagwörter	Flipped Classroom; COVID-19; Pandemics; Home Schooling; School Closing; Educational Change; Curriculum Development; Web Based Instruction; Equal Education; Distance Education; Electronic Learning + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; School closings; Schule; Schließung; Schließung (von Schulen); Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Web Based Training; Distance study; Distance learning; Fernunterricht
Abstract	To slow down the proliferation of COVID-19, governments virtually shut down public life, temporarily closed schools, and forced teaching to be done exclusively on a remote basis. These measures offer an opportunity to reexamine conventional teaching and learning arrangements, test new digital and analogue concepts, and provide essential inspiration for curriculum making in the twenty-first century. This article addresses the historical development of schooling in the classroom as differentiated from "homeschooling". On one hand, the question of how school closures and digitally supported teaching settings may affect an increase in educational inequalities is investigated using an international comparison. On the other hand, the pedagogical and didactical implications of distance learning and a digital teaching culture, which constitute the foundation for digital curriculum making, are examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01