Moving Applied Learning Online: Creating Engaged and Inclusive Spaces


This article examines efforts to integrate Technology Enhanced Learning (TEL) with meaningful applied learning experiences to serve equitably University of North Carolina Wilmington (UNCW) students through inclusive engagement platforms. Drawing from a UNCW campus-wide applied learning initiative, we analyze course projects and activities that have utilized applied learning in online and/or hybrid courses from three fields of study: Criminology, Curriculum and Instruction, and Higher Education.  Through a discussion of assessment and evaluation measures we draw conclusions tied to the augmentation of applied learning via TEL, as well as online-specific challenges to teaching and student engagement, such as dispersed groups and team formation, and coordination with external stakeholders. Finally, we offer transferable suggested courses of action to further the integration of applied and technologically enhanced learning modalities.


American College Personnel Association (ACPA) & National Association of Student Personnel Administrators (NASPA). (2010). Professional competency areas for student affairs practitioners. Washington, DC.

Association of American Colleges and Universities. (2015). Committing to Equity and Inclusive Excellence: A Campus Guide for Self-Study and Planning. Washington D.C.: Association of American Colleges and Universities.

Ash, S.L., & Clayton, P. (2004). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education, 29(2), 137-154.

Ash, S.L., Clayton, P.H., & Atkinson, M. (2005). Integrating Reflection and Assessment to Capture and Improve Student Learning. Michigan Journal for Community Service-Learning, 11(2). pp. 49-59.

Baepler, P., Walker, J.D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 227-236.

Barker, D. (2004). The scholarship of engagement: A taxonomy of five emerging practices. Journal of Higher Education Outreach and Engagement, 9(2), 123-137.

Bowen, J. A. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. San Francisco: Jossey-Bass.

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching: Princeton, NJ.

Boyer, E. L. (1996). The scholarship of engagement. Bulletin of the Academy of Arts and Sciences, 49(7), 18-33.

Bristol, T.J. (2014). Flipping the classroom. Teaching and Learning in Nursing, 9, 43-46.

Critical Thinking VALUE Rubric. (2014, July 31). Retrieved from

Davidson, C.N. (2011). Now You See It: How Technology and Brain Science Will Transform Schools and Business for the 21st Century. New York, NY: Penguin.

Foundations and Skills for Lifelong Learning VALUE Rubric. (2014, July 31). Retrieved

Fulton, K. (2012, June/July). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 12-17.

Gilboy, M.B., Heinerichs, S., & Pazzaglia, G. (2014). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K.M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning [White paper]. Retrieved from

Herreid, C.F., & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.

Kim, M.K., Kim, S.M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22, 37-50.

Major, C.H. (2015). Teaching Online: A Guide to Theory, Teaching, and Practice. : Baltimore, MD: Johns Hopkins University Press.

Maxfield, M. & Babbie, E.R. (2008). Research Methods for Criminal Justice and Criminology (5th ed.). Belmont, CA : Wadsworth Thomson Learning

McLaughlin, J.E., Roth, M.T., Glatt, D.M., Gharkolonarehe, N., Davidson, C.A., Griffin, L.M., Esserman, D.A., & Mumper, R.J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.

Pentland, A. (2012). The New Science of Building Great Teams. Harvard Business Review, April 2012 Accessed Online

Rick, J., & Guzdial, M. (2006). Situating CoWeb: A scholarship of application. International Journal of Computer-Supported Collaborative Learning, 1(1), 89-115.

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.

Roehl, A., Reddy, S.L., & Shannon, G.J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44-49.

See, S., & Conry, J.M. (2014). Flip my class! A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6, 585-588.

Toncar, M.F., Reid, J.S, Burns, D.J., Anderson, C.E. & Nguyen, H.P. (2006). Uniform Assessment of the Benefits of Service Learning: The Development, Evaluation, and Implementation of the SELEB scale. Journal of Marketing Theory and Practice, 14, 223-238.

VanDusen, G. C. (1997). The virtual campus: Technology and reform in higher education. ASHE-ERIC Higher Education Report, 25(5), 191 pp.

Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H.W. (2009). Proceedings from American Society for Engineering Education Annual Conference: “Flipping” the classroom to explore active learning in a large undergraduate course. Austin, TX.
How to Cite
. Moving Applied Learning Online: Creating Engaged and Inclusive Spaces. International Journal for Scholarship of Technology Enhanced Learning, [S.l.], v. 1, n. 1, jan. 2016. ISSN 2472-5161. Available at: <>. Date accessed: 25 apr. 2018.


Applied learning; Community engagement; Student learning; Flipped Classroom Pedagogy