Abstract
The flipped classroom is an instructional model in which the students are initially exposed to subject matter concepts outside classroom through instructor-provided video lectures or other pre-class learning materials, and utilize classroom time for active learning, such as problem solving and group work. The Technology-Enabled Active Learning (TEAL) classroom is a small capacity classroom equipped with multimedia projectors, white boards, laptops, and tablets, and that utilizes modular tables for flexibly configured working arrangement. This paper reports the initial findings from interviews with five students and the instructor about their experiences, attitudes, and perceptions regarding the Flipped-TEAL instructional approach, which is the use of a flipped classroom instructional strategy in a TEAL classroom. This paper also reports the participants’ suggestions for improving the teaching and learning efficiency in the Flipped-TEAL course.
Highlights
The flipped classroom is an instructional model in which students are initially exposed to the learning content outside the classroom through instructor-provided video lectures or other learning materials before class, and utilize in-class time for active learning, such as problem solving, group work, laboratory experiments, and product creation (Gannod, Burge, & Helmick, 2008; Gerstein, 2011; Warter-Perez & Dong, 2012)
This paper describes a preliminary study of the use of a flipped classroom model with a TechnologyEnabled Active Learning (TEAL) classroom (Flipped-TEAL) at a large research university in the Southeastern US
This study demonstrated that the Flipped-TEAL instructional approach was well-received and successfully implemented in engaging students in active learning, and improving students’ skills in problem solving and collaboration
Summary
The flipped classroom is an instructional model in which students are initially exposed to the learning content outside the classroom through instructor-provided video lectures or other learning materials before class, and utilize in-class time for active learning, such as problem solving, group work, laboratory experiments, and product creation (Gannod, Burge, & Helmick, 2008; Gerstein, 2011; Warter-Perez & Dong, 2012). In contrast to the traditional 5instructorcentered, lecture-based instructional model, in the flipped classroom, the two main phases of instruction are “flipped,” so that the presentation of the initial learning content is completed before class. This first phase of the flipped classroom model is a self-directed learning phase in which students interact with instructor-provided learning materials (O’Neil, Kelly, & Bone, 2012; Knewton, 2012). Student-centered active learning activities, such as collaborative projects and problem solving, are preferred in TEAL classroom instruction
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