An Exploratory Investigation of a Flipped Classroom Model in Human Services Education

Human services education has unique needs due to the practical elements that are a part of preparing students for the field. One aspect is for students to graduate with a firm capacity to enact the skill detailed by the National Organization of Human Services (NOHS, n.d.). A blending of on-campus and on-line components has been found to encourage higher order thinking and offer experiential learning (Rehfuss, Kirk-Jenkins, & Milliken, 2015). The flipped classroom pedagogical model offers one potential way for educators to create an environment that facilitates the learning needed and recommended. This study altered a class to the flipped classroom model, and then used two type of data collection, a survey given twice during a semester and reflections written as a part of the class’ expectation. This was done to explore human services undergraduates’ reactions to the pedagogical model. Implications and lines of further enquiry are included

Creative Project-based learning to boost technology innovation

This paper shows the results of the application of a project-based learning methodology that blended flipped classroom and face-to-face sessions, along with creativity and lateral thinking techniques, to integrate the expected concepts and procedures of technology innovation and boost entrepreneurship among students of Master?s degree in chemical engineering. The constructive alignment between the expected learning outcomes and skills with the proposed activities and assessment methods was decisive in the design of the methodology, which tractor activity was the creation of an innovation project. The use of techniques of creativity promoted lateral thinking and originality in the definition of projects. Active methodologies provoked team engagement and collaborative learning, enhanced participation and stimulated intrinsic motivation. The grades obtained by all groups in their projects, given by external evaluators, were relevant, thus pointing out the quality and impact of their proposals. There was a general satisfaction on students, with special emphasis of the transcendence at a professional level, thus showing the potential of this methodology to boost entrepreneurship in technology innovation

The Flipped Class: Experiential Learning Manifested

Through the “flipped class,” students are introduced to new material outside the classroom before the traditional in-class lecture occurs. Ideally, flipping the class challenges students to engage in the lower levels cognitive work (remembering and understanding) outside of class. Students, then, are free to focus on higher order cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and the instructor. To drive the requisite higher order cognitive work inside the classroom, it is important that in-class teaching and learning methodologies extend beyond simple information dissemination. Experiential learning, the process of transforming information into knowledge is critical to the success of the “flipped class.” As such, the “flipped class” must challenge students to find, interpret, communicate and turn knowledge into action. Peer-instruction is an important component of the process. Researchers suggest that experiential pedagogy similar to the “flipped class” have the potential to effectively engage today’s college students, aptly called “GenMe’ers,” because they expect to learn from each other rather than a professor whose authority they don’t respect, anyway

The Impact of Flipped Learning on Students’ Engagement and Satisfaction Development: A Cross-Country Action Research Study

[Abstract] Action research has shown that using the Flipped classroom method, students become more active and engaged in educational activities. The Flipped classroom method, used in the activity study, revealed that students were more successful in communicating and cooperating, the process could be made easier by differentiating, playing, including intercultural aspects. This method made it possible to develop higher thinking abilities and increased motivation, and involvement in the educational process was observedResearch was conducted under ERASMUS+ project Flipped Impact (2018-1-TR01-K A 201- 059386)

Innovative Education, President\u27s Progress Report 2017

How can academic leadership create a culture of INNOVATION? How can faculty more effectively convey their KNOWLEDGE? How can students learn the skills, traits, and process to become future INNOVATORS

Teaching Considerations for Implementing a Flipped Classroom Approach in Postgraduate Studies: the case of MBA

This is an open access article distributed under the Creative Commons Attribution License, to view a copy of the license, see: https://creativecommons.org/licenses/by/4.0/Higher education is increasing its focus on delivering student centred learning which can be achieved through the flipped classroom. As a teaching practice, the flipped classroom provides lecture material online pre-class, and then utilises the class time to facilitate higher level learning. Achievement of higher-level learning has, however, been shown to be to the level of academic study and the subject area. Therefore, further application of the flipped classroom practice in a variety of academic study levels and subject areas will aid the establishment of ‘best practice’. This paper will use a systematic literature review to (1) draw conclusions on the effectiveness of the flipped classroom in postgraduate settings, and (2) provide guidance on the establishment of ‘best practice’ for the Master of Business Administration (MBA). Review of the literature revealed 12 publications within past three years on MBA flipped classrooms, this demonstrates limited research on flipped classrooms in MBA courses. Results showed increased student satisfaction in flipped classrooms and some evidence of improvement performance, but more research was needed. Any advantages of the flipped classroom can only be achieved if the assessment and content (inside and outside the classroom) are aligned. Furthermore, an emphasis on active learning is important which can be achieved through real world problem solving and peer-to-peer learning

Flipped classroom and role-playing as active learning methods in the social work degree: randomized experimental study

The inclusion of active learning methodologies in university degrees, such as Flipped Classroom and Role-playing require a higher degree of student involvement, greater dynamism in learning and increased content interaction. The main objective of this study is to evaluate the effectiveness of the Flipped Classroom and Role-Playing (FC + RP) methods as compared to the traditional lecturer-based (LB) method, on the academic performance of social work students. It also aims to evaluate the effectiveness of the FC + RP in terms of satisfaction with the subject and the method used, and finally, with respect to the perceived difficulty of each theoretical topic. The hypotheses stating that students using FC+RP methods obtained a higher academic performance, and a lower perception of difficulty of the content as compared to students using the traditional LB method were verified. However, it was not verified that students using FC + RP methods have greater satisfaction with the subject and the method used