Flipped Classroom Experience Research Articles

H-MOOC framework: reusing MOOCs for hybrid education

Since Massive Open Online Courses (MOOCs) started to become part of the scene of Higher Education (HE), many institutions have joined the race of MOOC creation. However, producing MOOCs has shown to be a cumbersome and expensive activity for HE institutions. For this reason, many universities have started to explore and experiment with hybrid initiatives in which locally produced and third-party MOOCs are reused and integrated into traditional courses. Most of the hybrid initiatives described in the literature so far focus on flipped classroom experiences, although there are some other possibilities for integrating MOOCs in the curriculum. Moreover, few studies have reported on the institutional support required for implementing hybrid initiatives, and their benefits from a curriculum perspective. In order to shed some light on the opportunities that arise from the reuse of MOOCs, this paper presents H-MOOC, a framework that describes hybrid MOOC-based initiatives as a continuum of two factors: (1) institutional support to reuse an existing MOOC, and (2) curricular content alignment between the MOOC and the program, or the course hybridized. In addition, H-MOOC proposes indicators to measure the impact of these initiatives at both educational and institutional levels. Examples of actual hybrid initiatives and a set of guiding questions are presented to show how to apply the H-MOOC framework in different contexts.

An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms

Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experiences to studying other subjects? (5) Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society : Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research: More classes should be involved and a longer period of time should be spent on trial teaching in which a flipped classroom can be implemented in different lesson topics, not only teaching grammar. Teachers also need to determine if students can use the target language item in a task.

Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom

BackgroundNurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. ObjectiveTo understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. DesignA phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. ParticipantsFourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. MethodsUsing data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. ResultsExperiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. ConclusionsThe flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning.

Practice and reflection on the application of flipped classroom in Medical genetics

Flipped classroom as a new teaching mode provides a new idea for the reform of teaching and learning of medical genetics. This paper analyzes the feasibility of flipped classroom applied in medical genetics teaching and puts forward the concrete teaching design and practice process. That is, establishing task list, making teaching materials, drafting progress process and so on before class; implementing group reporting, teacher reviewing and in-class test in class; after class conducting comprehensive evaluating, summarizing and feedback, etc. Meanwhile, combining the practice, the experience and deficiency of flipped class-room is summarized in the end. Preliminary evaluation shows that the flipped classroom teaching improves students' autonomous learning initiative, but it still needs to be improved in the course of medical genetics. Key words: Flipped classroom; Medical genetics; Micro video; Task list

Flipping the Continuing Medical Education Classroom: Validating a Measure of Attendees' Perceptions.

New teaching approaches for CME are needed. In flipped classrooms, coursework is completed beforehand and applied during class time. Studies of flipped classrooms and their potential benefits in CME have not been published. We sought to develop and validate an instrument measuring flipped classroom perceptions, identify whether participation changed perceptions, and determine which flipped classroom components were perceived as most effective. In this cross-sectional validation study, 167 participants in the Mayo Clinic's 2015 Internal Medicine Board Review course received surveys. Online modules were developed to deliver content before flipped classroom courses on acid-base disorders and electrolyte disorders. A flipped classroom perception instrument (FCPI) was developed and validated. The FCPI, with eight items structured on 5-point Likert scales, was given to participants before and after their flipped classroom experiences. Of the 167 participants, 111 returned surveys. Flipped classroom perceptions improved, with mean (SD) FCPI scores increasing from 3.74 (0.75) to 3.94 (0.76) (P < .001). The percentage of participants who preferred flipped classrooms increased from 38% before the course to 53% after (P = .002). Positive changes in FCPI scores were unrelated to module completion. Most participants thought knowledge was enhanced by in-class sessions and online modules equally. The FCPI, the first validated measure of participants' perceptions of a CME flipped classroom, has strong validity evidence. Participants' perceptions of and preference for the flipped classroom improved after experiencing the flipped CME classroom. These findings support the need to further explore flipped classroom models in CME.

Empowering HCI Students to Better Manage their Learning Process through a Flipped Classroom Experience

This position paper presents observations from a flipped classroom experience of teaching an HCI bachelor course at the University of Trento (Italy) in Fall 2015. Students were provided with conventional lectures, digital learning materials in Moodle, and a collaborative prototyping platform for su

Student perceptions of a flipped classroom management course

Purpose – The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades. Design/methodology/approach – A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience. Findings – Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students. Originality/value – During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

Flipped classroom experiences: student preferences and flip strategy in a higher education context

Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61 % female) participating in flipped teaching environments and ten convenors of the flipped courses in which the student sample was enrolled. Results suggest that higher education students can be differentiated based on their preferences for elements of a flipped classroom, resulting in two clusters of students: those who embrace most aspects of a flipped classroom environment as well as prefer it (labelled “Flip endorsers”) and those who are close to neutral on some elements of a flipped classroom environment but who especially do not endorse the pre-learning aspects (labelled “Flip resisters”). Flip endorsers were found to have more positive attitudes towards the course activities (both pre-class and in-class) and to have felt more involved and engaged in the content. These findings shed some light on the types of students who might prefer flipped classrooms, but more importantly identify those who are likely to resist a change to a flipped classroom environment. The findings also suggest that although students may find the flipped classroom more difficult, student outcomes and active participation in class activities do improve when course convenors (a) use a theoretical perspective to inform their flipped teaching strategy, (b) integrate assessment into the design of their flipped classroom, and (c) flip the entire course.

A First Experience of Flipped Classroom in Numerical Analysis

Flipped classroom is a pedagogical model that modifies the way that time is spent both in and outside the class, working with active learning, centered on the students. Do students accept flipping the classroom? What do they think about learning with recorded classes? These questions arise when the flipped model is to be implemented. A first experience of flipped classroom was carried out in a numerical analysis course at Facultad Regional San Nicolás, and students’ opinions about this experience were gathered, so as to determine the acceptability of this methodology. The experience showed a high degree of acceptance by the students with respect to the methodology of the flipped class. Students were satisfied with the videos presented, and in general they preferred to work on their own in class, with the assistance of the faculty.

The Flipped Classroom Experience of Gamified

There has recently been growing interest in the area of gamification, the application of game elements to non-game contexts. This concept has been put to use in several different fields, one such field being education. What is good about game-informed learning is that when conditions are satisfied, learners can enhance their intrinsic motivation towards goal achievement. For the purpose of the study, two types of discussion were utilized: gamification and flipped classroom. The flipped classroom used technology to access the lecture and other instructional resources outside the class- room. This paper proposes the flipped classroom support methods using the Gamification. In order to discuss the pros and cons of gamification of education, the authors conducted an experiment and questionnaire using flipped classroom with gamification elements for English as foreign language education. The results of this study particularly highlighted the importance of well-de- signed tutorial, task, interface and feedback for the effective game-based e-learning. It is an inverted version of the traditional learning model.

Studenters erfaringer med Flipped Classroom i en helsefagutdanning

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Background:&lt;/strong&gt; &lt;/em&gt;The flipped classroom approach has gained increased attention in educational research literature. The purpose of this study was to investigate how students experience a flipped classroom approach in health education, compared to ordinary lectures.&lt;/p&gt;&lt;p&gt;&lt;em&gt;&lt;strong&gt;Method:&lt;/strong&gt; &lt;/em&gt;Bachelor students (n=25) who watched the video-based material in the flipped classrooms pre-session, answered a questionnaire to evaluate their flipped classroom experience. The questionnaire consisted of both closed and open questions.&lt;/p&gt;&lt;p&gt;&lt;em&gt;&lt;strong&gt;Results:&lt;/strong&gt; &lt;/em&gt;Ninety six per cent (24/25) of respondents found the video-based material in the pre-session useful. Seventy six per cent (19/25) of respondents found that the flipped classroom approach resulted in the highest learning outcome, over the traditional approach (16%, 4/25). Barriers to the flipped classroom approach was technical problems with the video-based material, such as screen view.&lt;/p&gt;&lt;p&gt;&lt;em&gt;&lt;strong&gt;Conclusion:&lt;/strong&gt; &lt;/em&gt;The flipped classroom approach is promising as an acceptable approach for teaching in health science curricular in higher education.&lt;/p&gt;

Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice

Patient harm from medication error is a significant issue. Individual failures by health professionals including knowledge deficits and poor communication have been identified as increasing the likelihood of medication administration errors. In Australia, the National Strategy for Quality Use of Medicines in 2002 compels health professionals to have the knowledge and skills to use medicines safely and effectively. This paper examines nursing students' perceptions of the effectiveness of a flipped classroom approach to increase understanding of pharmacology principles and the application of this knowledge to medication practice. An internet-based self-completion questionnaire was used in 2013 (n = 26) after the flipped classroom approach was implemented, and pre- (n = 6) and post-flipping (n = 25) in 2014. Students who engaged with digitally recorded lectures (eLectures) prior to face-to-face workshops stated that they had greater understanding of the subject and enhanced critical thinking skills. The replay function of the eLecture was perceived by some students as most beneficial to independent learning. However, for some students, time constraints meant that they relied on eLectures alone, while others preferred traditional teaching methods. Although limited by sample size and potential participant bias, the results provide insights about the flipped classroom experience from a student perspective.

Using transactional distances to explore student satisfaction with group collaboration in the flipped classroom

In the 'flipped' classroom, students use online materials to learn what is traditionally learned by attending lectures, and class time is used for interactive group learning (IGL). IGL differentiates the flipped class from a traditional class and is touted as what makes the flipped class reflective of how higher education will change. In this paper, we use transactional distance (TD) and relative proximity theory (RPT) to hypothesise collaboration factors that could model student satisfaction in a flipped class. An instrument based on these factors was administered to a total of 84 students enrolled in two sections of a flipped operations management course over two semesters and EFA, SEM and CFA analyses determined it to be valid and reliable. Multiple regressions were used to determine which factors were statistically significant unique predictors of student satisfaction in the flipped classroom. The findings of the research imply that neither instructors nor students should be left to 'sink or swim' when first exposed to the flipped classroom. Instead, instructors should be incentivised to develop the skills required to be an effective learning, or cognitive, coach and students should be instructed in teaming skills as part of the flipped classroom experience.

Flipping an Agricultural Education Teaching Methods Course

Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time is used for a variety of application-type activities. This study documents participants’ perceptions of flipping an agricultural education teaching methods course. Based on data from a focus group, we concluded that the participants thought the flipped classroom approach aided their learning of the teaching methods and the teaching and learning principles presented in the course. However, the participants offered numerous suggestions for improving the flipped classroom experience.

'That's a wrap': overcoming obstacles for successful video design in flipped classes

The flipped classroom offers benefits for students, faculty, and institutions. Yet, there are obstacles which sometimes prevent implementation of this pedagogical model. This article reviews existing literature and the authors’ experiences to suggest that there are four common challenges which impede on the process of flipping a classroom. These barriers include: the time commitment, a lack of institutional support, fear of technology, and budgetary constraints. Overcoming these barriers is essential to successfully flipping a classroom, particularly in the area of video design. The authors review existing literature and offer suggestions for improving best practices to overcome these barriers and create a positive experience for students, instructors, and institutions. Specifically, we aim to offer suggestions for best practices in video design for a successful flipped classroom experience.