Editorial for EAIT issue 2, 2020
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Editorial for EAIT issue 2, 2020 Arthur Tatnall 1 Published online: 19 February 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Education and Information Technologies (EAIT) is the official journal of the Technical Committee on Education (TC3) of the International Federation for Information Processing (IFIP). It covers the complex relationships between information and communication technologies and education, from the micro of specific applications or instances of use in classrooms to macro concerns of national policies and major projects; from classes of five year olds to adults in tertiary institutions; from teachers and administrators, to researchers and designers; from institutions to open, distance and lifelong learning. The journal’s breadth of coverage allows EAIT to examine fundamental issues at all levels, discuss specific instances and cases, draw inference and probe theory. This journal is embedded in the research and practice of professionals. In addition to the ‘regular’ articles, this issue of EAIT has two special sections: 1. Learning management systems and big data Technologies for Higher Education Edited by: Shah J Miah (Victoria University, Melbourne, Australia). Muhammed Miah (Tennessee State University, Nashville, USA). Jun Shen (University of Wollongong, NSW, Australia). 2. The trends of blended learning in South East Asia Edited by: Ford Lumban Gaol (Bina Nusantara University, Jakarta, Indonesia). Fonny Hutagalung (University of Malaya, Kuala Lumpur, Malaysia). The first of the ‘regular’ articles in this issue comes from Khadijeh Aghaei and Mojtaba Rajabi (Gonbad Kavous University, Iran), Koo Yew Lie (University of London, UK) and Fereshte Ajam (Islamic Azad University Gorgan Branch, Iran) and is titled: Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom. In Iran, traditional lecture-oriented teaching is still the norm in courses on English as a foreign language, but an innovative teaching model is becoming popular across non-English-speaking subjects. The new model flips the usual classroom paradigm, and students learn primary concepts outside the classroom and class time is reserved for more active problem-based learning. This study on the new model’s impact
* Arthur Tatnall [email protected]
1
Victoria University, Melbourne, Australia
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Education and Information Technologies (2020) 25:647–657
employed narrative inquiry using data from interviews and observational field notes. The article discusses the results. The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels from Songül Karabatak and Hakan Polat (Firat University, Turkey) follows. The reported study aimed to determine the effects of the traditional classroom approach, distance education model and the flipped classroom and was designed according to ARCS (attention, relevance, confidence and satisfaction) motivation strategies on motivation and academic achi
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