Blended learning and the flipped classroom: The affordances of cloud based, located, and virtual world environments to support student learning

摘要

In this paper the author reports on the introduction of the flipped classroom integrating located, online and virtual world learning environments to support the collaborative lived experiences of a group of students and the educator participating in a higher education undergraduate art unit, Navigating the Visual World. A qualitative narrative methodology, A/r/tography, incorporating both image making and textual recording is used to explore and identify interwoven aspects of the artist/ researcher/ educator relationship in the creative artistic process of exploring concepts of identity within inquiry based art practice. Selected student examples, including a collaborative group assessment project demonstrate effective student engagement with experiential blended learning within the flipped classroom.