Flipping great or flipping useless? a review of the flipped classroom experiment at Coventry University London Campus

It is vital for teachers to keep abreast of new innovations to maintain student expectations and continuously improve performance in the classroom. A major development in recent pedagogical practice has seen the invention, development and implementation of the flipped classroom. Advantages include greater flexibility for students as they can study at their own leisure. In addition, there are opportunities for teachers to make seminars more interactive and to focus on exploring topics in greater depth after fundamental concepts have been practiced in a flipped class. This scenario has also led to greater student engagement and motivation and reduced tardiness and attendance issues. However, there are several disadvantages regarding its use. The most prominent criticism is that it is not possible to ascertain if a student has actually completed a flipped class until they attend a seminar. The whole flipped model is also wholly reliant on students having the motivation to do work in their own time. The creation, development and implementation of flipped classes can also be labour-intensive and onerous for teachers with already busy schedules. Further criticisms include the lack of instructor contact and necessity for developers to possess requisite technological skills. This study uncovered both positives and negatives regarding its efficacy with a number of students doubting its value in enhancing academic standards. Overall student performance and satisfaction levels were also lower when compared to the previous term when the same module was not flipped

Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

Exploring the pedagogical potential of virtual reality simulations for pre-service teachers from a Vygotskyan perspective.

The article is also available here: https://www.digitalcultureandeducation.com/volume-13. All articles published by DCE are made immediately available worldwide under an open access license. This means: everyone has free and unlimited access to the full-text of all articles published by DCE; everyone is free to re-use the published material provided proper accreditation/citation of the original publication is given; authors are not charged for publication of any materials. We allow the authors to retain full copyright of their articlesThis paper discusses the pedagogical potential of a flipped classroom practice in which advanced virtual reality simulations are used to place pre-service teachers in work-related situations, such as a home-school collaboration. The paper applies a Vygotskyan perspective and discusses the simulation’s potential for contributing to pre-service teachers’ professional development. The article argues that, as understood through the lens of Vygotsky’s sociocultural approach to learning, virtual reality simulations may enhance pre-service teachers’ ability to learn through imitation, while also encouraging collaborative interaction and reflection. The aim in using virtual reality simulations in the flipped classroom is to counteract the reduction of pre-service teachers to passive interpreters and teachers to the providers of prescribed curriculums. We end the article by drawing attention to the potential limitations of the simulation when used as a flipped classroom practice.publishedVersio

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

A Mixed Methods Comparison of the First Principles of Instruction in Flipped and Face-to-Face Technology Integration Courses

This dissertation examines the impact of the First Principles of Instruction (FPI) model when applied to face-to-face (F2F) and flipped technology integration courses. Through this investigation, I demonstrate how the FPI inform the design of problem-centered environments, their impact on participants’ technological, pedagogical, content knowledge (TPACK), and the essential aspects of experiencing these FPI-based courses. Using an embedded quasi-experimental mixed methods design, the quantitative analyses of pre- and post- TPACK outcomes were examined and related to the interventions’ mechanisms via the descriptive phenomenological analysis of participants’ course learning experiences. Participants were 32 preservice teachers enrolled in the second of three required technology integration courses during the 2017 spring and fall semesters. Data included surveys, technology-integrated lesson designs, prompted course reflections, and semi-structured interviews. In the flipped group, preservice teachers’ self-perceptions of TK, PK, TCK, TPK, and TPACK statistically significantly increased and had large effect sizes. Except for TK, the F2F group’s self-perceptions of all TPACK domains statistically significantly increased with medium to large effect sizes. The non-significant growth in the F2F group’s TK, an unexpected outcome of a technology integration course, was illuminated by the qualitative analysis. Participants’ experiences unique to the flipped section indicated that exposure to new technologies prior to the physical class contributed to their increased perception of TK. As for application of TPACK to technology-integrated lesson designs, both groups demonstrated statistically significant growth with large effect sizes (F2F p = .000, d = 1.17; Flippeda p = .000, d = 1.97). The magnitude of the results strongly demonstrates the FPI’s positive impact on TPACK-related learning outcomes in the F2F and flipped courses. Further analysis revealed no statistically significant differences between groups’ perceptions and application of TPACK. These non-significant differences suggest the FPI were equally effective when applied to designing flipped and F2F courses. The phenomenological analyses revealed that the participants experienced technology integration often in class and noted the importance of purposefully selecting and using technologies. Participants described learning new technologies in the course as proceeding from practicing technological skills to evaluating digital tools’ potential for future integration. While iterative component tasks were experienced by some as redundant, participants valued the problem progression corollary’s task variation and scaffolded nature for focusing their learning and keeping them confident when challenged. Experiencing incongruous moments between design and implementation prompted participants’ contemplations of persisting barriers to technology integration and appraisals of in-class experiences as designed for the ideal. The FPI-based elements experienced by participants, when viewed through the perspective of constructionism, facilitated preservice teachers’ TPACK construction as they designed and shared tangible artifacts with an authentic audience. The study’s implications endeavor to inform future approaches to technology integration preparation, directions for FPI-based research and design, and the development of TPACK measures

Exploring the Effect of Flipped Classroom on Translation, Storytelling, and Knowledge of Culture

Flipped classroom has been a recurring topic of many educational research. Only a few studies investigated the ramifications of flipped classroom for teaching several subjects in high school. This research set out to find answers to two research objectives, namely : (1) whether there is any difference between the ability of the learners before the flipped learning and after the flipped learning in translation, storytelling, and knowledge of local culture; (2) whether there is any difference between the ability of the learners who learn the three skills only from their teacher (the control group) and the ability of the learners who learn from videos and then receive extra teaching from their teacher and the ability of the learners who learn from videos only without any extra guidance from their teacher. Results showed that two of the groups, the one taught directly by the teacher and the one learning directly from the videos at homes, made gains only in translation. The control group outperformed the other two groups in translation and knowledge of local culture. Some possible causes of the results include lack of students’ and teachers’ preparedness, teaching qualities, immersion to their own culture, and some demographic factors

Making Career Counseling Relevant: Enhancing Experiential Learning Using a “Flipped” Course Design

Because work is important to mental health, faculty who teach career development courses need strategies to engage master’s counseling students who may have low motivation for the topic. Findings from this exploratory study suggest that enhanced focus on experiential learning strategies, achieved by using a flipped classroom, may improve students’ attitudes toward career development counseling and generate confidence in performing career counseling tasks (N=58). The experiential class activities and assignments, and technology utilized for flipping the course are described. Student feedback regarding changes in their attitudes and values toward career development, and confidence in performing career counseling, is reported along with feedback regarding instructional methods and preferred class activities and assignments. Implications for counselor education are discussed

The Flipped Classroom and its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program

The purpose of this study was to gather evidence from a CTE culinary arts program to determine if students perform better academically and are more engaged in the flipped classroom using digital technology, than the traditional classroom. The study included 24 participants in a post-secondary, CTE culinary arts program who were divided into two groups of 12: a traditional, teacher-centered group and a flipped, student-centered group. Utilizing action-based research, surveys, journals, and an engagement matrix were created and used. Although not statistically significant, student grades in the flipped classroom were nearly 4% higher than those in the traditional classroom and were consistently higher throughout the semester. This study helps establish a foundation of evidence that student engagement and academic success improve in the flipped classroom for culinary arts CTE students

Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom : A Case Study

Publisher Copyright: © 2022 by authors.The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students’ learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.Peer reviewe