Evaluation of a fully online flipped teaching course

Abstract

Objectives The purposes of this study were to examine university students’ perceptions and perceived effects of online flipped teaching, and to explore the relationships between flipped classroom activities and student learning.
 Methods A total of 58 students received online flipped instruction. A questionnaire was administered measuring students’ perceptions and perceived effects of online flipped teaching method in general. In order to examine the relationships between flipped classroom activities and student learning, the correlation analysis between students’ video viewing rate, discussion board scores, and student learning outcomes were also conducted.
 Results The survey results suggest that the majority of students expressed a positive attitude towards the online flipped classroom after the course. High percentage of students reported that they enjoyed watching lessons on video and made full use of lecture videos to increase their understanding. Moreover, the online flipped model was perceived to increase communication among peers. Correlation analysis results indicate that both lecture video viewing and discussion board performance were significantly related to positive learning outcomes to some extent.
 Conclusions Overall, students appreciated the online flipped method, particularly for the increased engagement with peers and flexibility to learn at their own pace, which enriched the overall learning experience. Two instructional methods used in the online flipped classroom (having students watch pre-recorded lecture videos and participate in the discussion board) were found to be significant contributor of student learning.