Presentation | EdMedia Conference 2019 in Amsterdam (June, 24-28)

2. ABOUT US
ELKE HÖFLER JOSEF BUCHNER

3. Credits: Pixabay.com

4. Flipped Classroom & Open Educational Resources
as modern educational phenomena
Credits: Pixabay.com

5. Teachers who practice the Flipped
Classroom (FC) model have a more
positive attitude regarding OER than
teachers who do not practice the FC
model
HYPOTHESIS

6. CURRENT STUDY
• GERMANY, SWITZERLAND, LUXEMBOURG, ITALY,
AUSTRIA
• 361 FULLY COMPLETED DATA
• TEACHERS (DIFFERENT EDUCATIONAL LEVELS
(PRIMARY, SECONDARY I & II, HIGHER
EDUCATION)
• ~ 47.2 YEARS OLD
267
82
19
2 1
Sample
Austria Germany Switzerland Luxembourg Italy

7. Credits: Pixabay.com

8. QUANTITATIVE RESULTS
Questions about OER Flipped Classroom Users
(N=191)
Non Flipped Classroom Users
(N=170)
Theoretically familiar to OER 2.11 (1.34) 3.43 (1.52)
Produced materials are passed on freely. 2.48 (1.24) 2.82 (1.47)
If existing materials are changed, free transfer
again. 2.57 (1.37) 2.82 (1.59)
My materials can help others. 2.04 (1.08) 2.14 (1.25)
Skills to create materials. 1.72 (1.05) 2.64 (1.35)
Skills to share materials. 1.78 (1.12) 2.71 (1.40)

9. SIGNIFICANCE
Questions about OER Flipped Classroom Users
(N=191)
Non Flipped Classroom Users
(N=170)
Theoretically familiar to OER 2.11 (1.34) 3.43 (1.52)
Produced materials are passed on freely. 2.48 (1.24) 2.82 (1.47)
If existing materials are changed, free transfer
again. 2.57 (1.37) 2.82 (1.59)
My materials can help others. 2.04 (1.08) 2.14 (1.25)
Skills to create materials. 1.72 (1.05) 2.64 (1.35)
Skills to share materials. 1.78 (1.12) 2.71 (1.40)

10. QUALITATIVE RESULTS
FC user group
(n=191)
Non FC user group
(n=168)
I cannot finish the sentence. 16 55
Novelty 8 19
Definition 26 12
Relevance 122 73
Irrelevance 16 14

11. SEMANTIC ANALYSIS
• TEXTBOOKS
• PUBLISHING
• COPYRIGHT (INFRINGEMENTS)
• QUALITY ASSURANCE
• LACK OF QUALITY
• DIFFICULT TO FIND
• LACK OF UNDERSTANDING
• LACK OF INFORMATION
• FUTURE
• CRITICAL ANSWERS
• COLLABORATIVE
• SHARING
• LACK OF WILLINGNESS
• FACILITATE LESSON PREPARATION/
INDIVIDUALIZATION

12. CONCLUSION
•NO CLEAR PICTURE OF OER
Credits: Pixabay.com

13. THANK YOU FOR YOUR ATTENTION
DR. ELKE HÖFLER
University of Graz
elke.hoefler@uni-graz.at
@lacknere | #EduPnx
https://homepage.uni-graz.at/de/elke.hoefler/
www.digitalanalog.at
MAG. JOSEF BUCHNER
St. Gallen University of Teacher Education
Josef.buchner@phsg.ch
@Josef_Buchner
Iim.phsg.ch
Phsg.ch
Flipped-classroom-austria.at

14. REFERENCES (1/2)
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HTTP://WWW.STUDIESUCCESHO.NL/WP-CONTENT/UPLOADS/2014/04/FLIPPED-CLASSROOM-ARTIKEL.PDF.
• BUCHNER, J., & HANDLE-PFEIFFER, D. (2019, JANUARY). MERGE NARRATIVE AND CONTENT TO ENHANCE INDIVIDUAL SELF-DIRECTED LEARNING. PRESENTED AT THE 2019 OPENCAST SUMMIT, ETH ZURICH. RETRIEVED
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OPEN EDUCATIONAL RESOURCES – EINE MOMENTAUFNAHME FÜR EUROPA.
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CLASSROOM.

15. REFERENCES (2/2)
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EDUCATION AND DEVELOPMENT USING INFORMATION AND COMMUNICATION TECHNOLOGY (IJEDICT), 2009, VOL. 5, ISSUE 5, PP.101-116. RETRIEVED JANUARY 25, 2019:
HTTPS://OPEN.UCT.AC.ZA/HANDLE/11427/8860.
• KIMMONS, R. (2015). OER QUALITY AND ADAPTATION IN K-12: COMPARING TEACHER EVALUATIONS OF COPYRIGHT-RESTRICTED, OPEN, AND OPEN/ADAPTED TEXTBOOKS. INTERNATIONAL REVIEW
OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, 16(5), 39–57.
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