A qualitative investigation of student engagement in a flipped classroom

The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using flipped classroom and the second semester using lectures, where both teaching modes contained a substantial amount of active learning. Overall, students report a more positive learning experience and higher engagement in the flipped classroom. The analysis revealed seven categories that the students highlight as especially conducive to their learning; commitment to peers, being recognized, feeling safe, instructor relationship, physical learning environment, learning with peers and using videos to learn new content. The results indicate that the affective dimension of student engagement is particularly prominent when students reflect upon learning in the flipped classroom.     

Implementing the flipped classroom: an exploration of study behaviour and student performance

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance.     

Effects of implementing flipped classroom elements and dynamic in‐class discussion on student performance

In a Food Processing–Unit Operations course, students learn the basic equipment that comprises unit operations and techniques commonly used in the food industry to prepare, process, and preserve a variety of food products. Due to the complexity of these operations, students frequently struggle with applying food processing principles to predict how unit operations influence the physical, biochemical, sensory, and nutritional properties of foods. This study is designed to evaluate how pre‐class readings and in‐class group activities improve the students’ learning in a Food Processing course. The survey after the exams shows that 48 and 60% of students agree that reading assignments and in‐class group activities help them understand the course material better, respectively. The mean value of exam scores shows that the students in the intervention section (Spring 2018) had significantly higher scores (88.4%) than that of the two previous sections without intervention (77.6%, Spring 2016 and 82.8%, Spring 2017) (P < .05). It is concluded that using a flipped class element like providing reading assignments and quizzes before the lecture can be an effective preparation technique for students as well as providing the instructors with critical insight into the students’ level of understanding before the lecture. This allows the instructor to focus time spent in class on areas in which students struggle the most.     

Perceptions of student engagement in the flipped classroom: a case study

ABSTRACT

One of the blended learning strategies that researchers and educators commonly use in higher education is Flipped Classroom. The purpose of this case study was to explore how both professors and students perceive student engagement in flipped classrooms. Three college professors who implemented flipped classrooms and their 14 students participated in the study. Three individual faculty interviews and three student focus group interviewers were conducted. Five components of the utilization-focused evaluation model were used in the data coding. The findings revealed both positive and negative opinions depending on how they implemented the flipped classroom including the engagement of students and the environment. Faculty participants who fully implemented the flipped model had positive opinions about the implementation and student engagement, finding the model helped increase student performance and grades. In addition, the majority of student participants liked the challenges offered by the flipped classroom, which increased their engagement.     

Effects of the learning cycle upon student and classroom teacher performance

A great deal of research has been done regarding science in-service education and the conclusion can be drawn that positive results were generally achieved in workshop-participant attitude and implementation of instructional approaches into the classroom. One of the most important effects of an in-service workshop is upon the students of the teachers participating in an in-service program, but rarely, if ever, is this parameter assessed in the in-service evaluation design. This study investigated the relationships among (1) teacher's attitudes and implementation of in-service workshop developed science materials (learning cycles) and (2) elementary school student's conservation reasoning and language used to describe properties of objects. Data were gathered from over 100 students from grades K-5 and 16 teachers who had participated in an in-service program. A representative comparison group of students and teachers was selected which generally matched the teachers participating in the in-service workshop except for one variable–-the comparison group taught science traditionally, that is, by exposition. Data from the research indicated that the teachers involved in the science in-service workshop implemented the workshop-developed learning cycles into their science classes. Significantly greater gains in conservation reasoning and language usage occurred with the students of the teachers participating in the science in-service workshop as compared to students in the exposition classrooms.     

Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics

A resurgence in interest in classroom and school design has highlighted how little we know about the impact of learning environments on student and teacher performance. This is partly because of a lack of research methods capable of controlling the complex variables inherent to space and education. In a unique study that overcame such difficulties by using a single-subject research design in one Queensland school, open and flexible classroom arrangements, together with an infusion of one-on-one technologies, improved student perceptions of the quality of teaching and students’ levels of engagement. Separate statistical analysis also indicated significant differences in these students’ performance in mathematics when compared to like peers in more ‘traditional’ classrooms. The paper ends with a caution; on these measures, the classroom design is certainly one, but probably not the only, influence.     

Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning

Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students’ flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning.     

翻转课堂教学模式下学生学习策略研究

在传统的英语课堂上,教师讲得不亦乐乎,而学生听得昏昏欲睡的情况时有发生。翻转课堂教学模式颠覆了传统的英语课堂上"教师讲授,学生倾听"的状况,给了学生充分的学习主动权和学习自由,同时,也为全面提高学生的英语综合能力和思维水平打开了一扇窗户。本文将结合实际的课堂教学实例以及学生的实际的学习过程,探讨翻转课堂教学模式下的学生的学习策略,旨在给学生在新的教学模式下一定的学习指导。     

The flipped classroom: supporting a diverse group of students in their learning

Learning Environments Research - Higher education faces several challenges including both increased student diversity and the use of technologies. The flipped classroom approach has been proposed...     

Implementation of the flipped classroom and its longitudinal impact on improving academic performance

Educational technology research and development - The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training...     

Considering mobile device constraints and context-awareness in adaptive mobile learning for flipped classroom

Today, the mobile technologies and Information and Communication Technology development opened the door on new methods and pedagogies of learning. We are talking here about the mobile learning and the flipped classroom approaches. The flipped classroom means that the activities that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. The mobile learning and as its name suggests is done in a mobile and changeable environment by mobile learners. Therefore, the context notion plays a significant role in this type of learning. Hence, the usefulness of the context-aware mobile learning systems. These systems take into account the different context dimensions to offer to the learners an adapted learning according to their situations. The approach proposed in this paper called Smart Enhanced Context-Aware for Flipped Mobile Learning “SECA-FML” aims to provide learners with an adapted course content format based on their context by taking into account the different context dimensions and especially the mobile device context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. To validate our contribution, we have developed an Android mobile application. This application has been made available to learners to try and exploit it. At the end of the experimentation phase, the learner is asked to complete a questionnaire. Based on this questionnaire, we measured the reliability and effectiveness of our contribution, as well as the satisfaction of the learners towards the latter. The evaluation results showed that the use of the context dimensions and specifically the device context in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.     

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students’ views related to the teachers’ contribution to teaching approach, students’ HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher’s contribution to the flipped classroom approach and their expectation/behaviour toward technology.     

The effect of distance learning classroom design on student perceptions

This study investigated the effects of camera angle and monitor placement in a simulated distance-learning environment. Of particular interest were the effects on perceived instructor credibility and immediacy behaviors. A videotape of a lecture on an academically relevant topic was produced using a high-angle and an eye-level camera. Participants viewed one of the presentations in either a traditional classroom design (one monitor, front center of room) or in small groups with a monitor for each group. Participants were observed as they viewed the videotape of interest, following which they completed a questionnaire and posttest. Results suggest that an eye-level camera, and multiple monitors with groups of 4–5 students positively influence instructor credibility, immediacy, and interactions. The implications of these findings and recommendations for design of a distance-learning classroom are discussed.     

基于微课翻转课堂教学模式的阅读教学中词汇学习顺序的研究

本文基于File&Adams对外语课堂中"形式聚焦式"的两种形态-即分离教学和整合教学在词汇教学中的效果的研究,通过实验研究的方法来验证基于微课翻转课堂教学模式中何时进行词汇处理对阅读及词汇学习更有效。研究发现,在阅读教学之前讲解词汇、在阅读教学中讲解词汇和在阅读教学后讲解词汇,这三种词汇处理方法对学生阅读能力的提高没有显著差异;但是对词汇的学习和运用能力的提高有显著差异,通过这三次测试的结果表明,阅读教学之前讲解词汇最有效,其次是阅读教学中讲解词汇,排在最后的阅读教学后讲解词汇。本研究结果希望对基于微课翻转课堂的大学英语教学提供一定的启示。     

Effects of active learning classrooms on student learning: a two-year empirical investigation on student perceptions and academic performance

Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale two-year study that examined the effects of ACL on student perceptions of their learning experience and the relationship with academic performance in a General Education programme. An institutional survey was used to gather more than 35,000 units of student perception data from all 306 courses in the programme. Our empirical findings show that students thought courses that adopted an ACL as the key learning environment were significantly better designed and more encouraging of student creativity and innovation than courses which used regular classrooms; thus, student perceptions were improved. We are also the first to report that this positive effect on creativity and innovation is statistically unaffected by academic performance, with high, middle and low achievers all benefiting from the use of the facility. The results suggest that ACLs are better environments for nurturing innovation for all students, regardless of their academic ability.     

利用网络学习空间支持翻转课堂的模式与策略

本研究利用网络学习空间对翻转课程不同主体、不同认知活动、不同教学环节的有效支持与系统整合,构建基于网络学习空间的翻转课堂模式,探索基于网络学习空间翻转课堂的设计流程,评估学习绩效,总结具体的操作策略。