Data for Flipped Classroom Design: Using Student Feedback to Identify the Best Components from Online and Face-to-Face Classes

Thad Crews,Jeff Butterfield Butterfield

doi:10.5539/hes.v4n3p38

Abstract

Colleges and universities have seen considerable enrollment growth in online courses during the past decade. However, online modalities are not optimal for all subject areas or students. There is growing interest in hybrid, blended, and flipped instruction as a way to incorporate the best of different delivery methods. This study investigates and identifies student preferences for both face-to-face and online learning. Participants were undergraduate students from a mix of freshman, junior, and senior level courses. An open response instrument was used to allow broad insights into students’ responses without biasing or limiting the feedback. Results suggest that the most positive impact with face-to-face learning is interaction through class discussions, group projects and other types of active learning. Females responded more positively than male students to interactivity in face-to-face classes. The data further indicates the most positive impact with online learning experiences is the class structure that supports flexibility, organization, and clear expectations. Nontraditional students reported more positively than traditional students about the benefits of flexible classes with clear course structures. This report should be of interest to educators who wish to take a research-based, student-centric, data-driven approach to the design of flipped or hybrid classrooms.

Highlights

Educators have struggled with the challenge of how to more effectively educate the students they work with
This study investigates and identifies student preferences for both face-to-face and online learning
The characteristic most frequently reported by students has having a positive impact on face-to-face learning experiences was “Interaction” which includes class discussions, group projects and other aspects of active learning

Summary

Introduction

Educators have struggled with the challenge of how to more effectively educate the students they work with. Changes in education have traditionally evolved slowly, but new developments in information technology are increasing this rate of change. Computers and networking technology are offering educators new and unique ways to connect with their students, inform, collaborate, and assess learning. During the past decade online education, in its various formats, has grown significantly in terms of student enrollment (Clark & Mayer, 2007; Allen & Seaman, 2013). Many traditional institutions have developed their capacity for online learning and non-traditional entities have emerged and thrive offering exclusively online programs of study. These developments have made learning opportunities available to people who may not have otherwise been able to take advantage of higher education. Adult learners, and even traditional-aged college students who live on college campuses are increasingly choosing to take courses in an online format (Bolkan, 2013)

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