Flipped Course Research Articles

Maintaining informatics training learning outcomes with a COVID-19 era shift to a fully online flipped course

The emergence of the coronavirus disease 2019 pandemic forced us to adapt our recently developed informatics training serving a variety of students as well as faculty and staff. The successful flipped classroom course series (a hybrid-format with both asynchronous online learning and in-person synchronous components) was shifted to a fully online format with the synchronous portion now held via web-based video conference. We repeated our participant survey at the end of each of the 3 one-credit courses to compare student satisfaction and learning outcomes achievement to the original offering. The responses were overall very positive again with a slight response distribution improvement in some measures of satisfaction. Likewise, students reported similar achievement of the learning outcomes across all courses with some Unixcourse objectives receiving higher competency agreement in the new, fully online version. Overall, the fully online version of the course series was equally successful, if not more so, than the original version with a physical classroom session each week. Given that participants also had strong agreement with a new question that they would prefer online class meetings instead of in a classroom, even if there wasn’t a global pandemic (citing a variety of logistical reasons such as “convenience of screen sharing,” parking issues, and job-related time constraints), the fully online version of the informatics training will be retained.

A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities

After experimenting with emergency remote teaching during the COVID-19 pandemic, K-12 schools have retained select online instruction by incorporating blended teaching models. In response, teacher education must respond in innovative ways to prepare future educators with blended teaching competencies. This article presents a problem-centered model for designing flipped courses and discusses how this can demonstrate blended teaching practices that pre-service teachers can observe and experience. Applying a descriptive phenomenological research design, the author iteratively prompted 12 pre-service teachers to reflect on their experiences in a flipped, technology integration course, designed according to this problem-centered model. The results indicate that pre-service teachers experienced the online space as a place to experiment with novel technologies; the in-person class as time for practicing challenging skills and reflecting on future possibilities; and the problem-centered nature of the course as a unifying element and scaffold for their learning.

The effect of preservice teachers’ experiences in a flipped course on digital competencies related to educational technology and innovativeness

Developing the digital competencies and innovativeness of preservice teachers enables them to utilize technology more effectively and efficiently in their future professional life. However, poor technology training can lead preservice teachers to potentially misuse technology in the classroom. Moreover, little is known about how to design effective technology training courses in order to develop the digital competencies and innovativeness of preservice teachers. Therefore, this study examined a course designed with the flipped learning approach and its impact on preservice teachers’ digital competencies and innovativeness. 58 students participated in the current study. Using a mixed-methods sequential explanatory design, changes in digital competencies and innovativeness were analyzed before and after the flipped course. Findings revealed statistically significant gains in preservice teachers’ digital competencies and innovativeness, and qualitative findings revealed the reasons for these gains. The most common themes were using Web 2.0 tools for teaching, acceptance of flipped learning, doing research, and gaining different perspectives. Based on these findings, it is argued that the use of flipped learning approach removed the time barrier in classes and enabled teachers to gain experience on effective technology usage through actual physical application. The study’s results provided recommendations for further research on the connection between flipped learning and the development of preservice teachers’ digital competencies and innovativeness.

How the COI framework explains the online discussion patterns in a flipped course

ABSTRACT This preliminary study aims to understand how social presence, cognitive presence, and teaching presence in the Community of Inquiry framework (CoI) might explain online interactions on a discussion forum in a 10-week course. Online questionnaires were used to report students’ levels of social presence, cognitive presence, and teaching presence. The results of the questionnaire were correlated with the amount of student online participation measured by the number of discussions created and replies to posts in an online forum. The results showed that cognitive presence was positively associated with the number of discussions created, while social presence and teaching presence was not. The findings suggest that improving cognitive presence may increase the number of online discussions initiated, but was not correlated with continuing discussion in the forum. The present study helps shed light on how the elements of CoI interact differently with student online behaviours of discussions initiated and follow-up posts.

Comparison of undergraduate students’ experiences in a flipped course pre-pandemic and during the COVID-19 pandemic

ABSTRACT The objective of this study was to evaluate undergraduate students’ experiences in a synchronous online course that utilized flipped learning during the COVID-19 pandemic compared to flipped learning in a face-to-face class pre-pandemic. Upper-level undergraduate students (n = 27) in an advanced nutrition face-to-face course during the spring 2019 semester (n = 15) and synchronous online course using Zoom software during the spring 2021 semester (n = 12) at a midsize, private Midwestern university completed learning reflections during the semester. Content analysis was applied to these reflections by 2 investigators. Five themes were discovered: (1) dependency, (2) peer support, (3) metacognition, (4) asking questions, and (5) effort. While neither the online nor the face-to-face students became self-directed learners, the face-to-face students showed evidence of progress at the end of the semester. The face-to-face students also became more comfortable with asking questions while the online students did not. Using small group activities with breakout rooms for online classes can help provide a safe space and much needed support and interaction, especially during a socially isolated time.

플립러닝 인식과 교수실재감, 수업 참여의도 간의 구조적 관계

Objectives The purpose of this study is to examine the structural relationship among flipped learning perception, teaching presence, and class participation intention, and to analyze them according to participation in flipped learning courses using a multi-group analysis. Methods The subjects of this study were 1,106 students who had taken flipped learning courses in the first semester of 2021 at A University. It was analyzed by the multi-group structural equation and the structural relationship among variables using the SPSS 18.0 and AMOS 22.0 programs. The validity of the instrument was verified through exploratory factor analysis, and confirmatory factor analysis. Results These are the main results. First, the measurement model was suitable, and the teaching presence mediated partially in the process of flipped learning perception affecting class participation intention. Second, the results of multi-group analysis based on the participation in flipped learning courses showed that flipped learning perception had a stronger influence on the students who didn’t take flipped learning courses than those who participated in flipped learning courses, which proves the partial adjustment effect. Conclusions It suggests ways to raise awareness of innovative teaching courses and promote an efficient curriculum for students who take flipped learning courses. In addition, these findings are meaningful in that they provide basic data for the internalization of education innovation.

협업프로젝트 수업에서 플립드러닝 적용이 간호대학생의 문제해결능력, 의사소통능력, 학업적 자기효능감에 미치는 영향

Objectives The purpose of this study is to examine the effects of flipped learning in collaborative project course on problem-solving efficacy, communication competence, and academic self-efficacy of nursing students. Methods A total 33 nursing student who took collaborative project course in a college located in U city participated in this study. The survey was conducted twice in the before of flipped learning and once in the after of flipped learning. Data were analyzed with descriptive statistics, t-test, one-way ANOVA, and repeated measure ANOVA using the SPSS 25.0 program. Results This finding indicated that problem-solving(F=7.20, p=.003) and communication competence(F=5.63, p=.009) were significantly different between pre and post-test while problem-solving, communication and academic self-efficacy were not significantly different between pre-test 1 and pre-test 2. Conclusions It was found that flipped learning-based collaborative project course affects the problem-solving and communication competence of nursing students. It will be necessary to develop various flipped learning activities for the collaborative project classes.

Investigating the effects of a programming course using flipped learning

ABSTRACT In recent years, flipping classrooms has become a popular topic of discussion. However, few previous studies have focused on the effect of the flow experience on programming self-efficacy. To address this gap, the present researchers developed a model that included six research hypotheses. The study applied a flipped classroom model to a programming course in order to examine the relationship between self-efficacy, flow experience, and learning performance in a flipped programming course. The research model was empirically examined using a survey to collect data from 46 college students in Taiwan. Programming courses were conducted for 180 minutes once a week, with six weeks of total teaching time. The findings of this study indicate that there is a positive relationship between programming self-efficacy and enjoyment, engagement, and flow control. The study also revealed that certain important implications and factors to improve the design and delivery of such courses.

Using revised community of inquiry framework to scaffold MOOC-based flipped learning

ABSTRACT The purpose of this study was to qualitatively explore how students experienced the MOOC-based flipped learning and how should different scaffolding be emphasized in different stages in such educational contexts through the lens of the revised community of inquiry (CoI) framework. In total, 22 first-year undergraduate students were invited for one-on-one in-depth interviews. The results indicated that MOOC-based flipped learning allowed students to experience all four types of presences outlined in the revised CoI framework. In terms of each presence, students highlighted that the MOOC-based flipped course provided more learning presence in the form of monitoring and strategy, greater cognitive presence through integration, more social presence through affective expression and open communication, and increased teaching presence through enhancement of direct instruction and assessment during both online and in-class sessions. And the challenges of implementing MOOC-based flipped learning in university courses were also mentioned ranging from the need for group cohesion in in-class learning designs, the necessity of helping students improve planning, triggering events, to the enhancement of design, and organization between MOOCs and the existing formal curricula. The findings have implications for practitioners who hope to build an integrated learning experience around MOOCs.

Preliminary evidence of key factors in successful flipping: predicting positive student experiences in flipped classrooms

Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, which were chosen based on the results from previous flipped classroom studies and higher educational research. These measures were grouped into three dimensions: (1) pedagogical (five measures), (2) social (three measures), and (3) technological (two measures). Exploratory factor analysis was run to analyze the adequacy of the instruments. Results revealed that the factor structure was as expected and that the instruments measuring all ten factors of teaching and learning in a flipped classroom were adequate. Furthermore, confirmatory factor analysis was used to formally operationalize the hypothesized latent constructs, and to build a structural equation model for predicting the student satisfaction of a flipped classroom. In the end, seven factors were found to predict student satisfaction with flipped courses. The highest predictor was guidance from the dimension of pedagogy, and the second-best predictor was experienced teaching for understanding. The results, limitations, and conclusion are discussed in terms of key issues and the development of a flipped classroom pedagogical design for higher education.

The impact of a flipped EFL course on primary school learners’ use of technology for language learning

ABSTRACT This study investigated the impact of a flipped approach to EFL classes on learners’ use of technology and their attitudes toward technology for language learning. Among 428 EFL primary school learners divided into four groups, two groups confirmed to have homogenous attitudes regarding technology participated in this study. Each group was randomly assigned to experimental (n = 88) or control (n = 92) groups. A flipped approach was selected to organize a 17 week-long EFL course for the experimental group, while, for the control group, a non-flipped and blended approach was chosen to organize the same course. A wide range of technologies were utilized to both groups to facilitate English learning. Data were collected from pre- and post-technology surveys, learner interviews, and reflection logs. The survey consisted of four constructs: digital literacy, usefulness, anxiety, and comfort. The quantitative findings revealed that the experimental group showed more enhanced digital literacy and usefulness and decreased anxiety than the control group. Thematic analysis of qualitative data supplemented the survey findings by providing insights into why the flipped approach had a more positive impact on those constructs than control conditions. This study demonstrated the potential of a flipped approach for young learners studying within a public school system.

Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan.

Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design.

Pre-class video watching fosters achievement and knowledge retention in a flipped classroom

Large lectures are commonly characterized by lacking interactivity and adaptability to individual learning processes. Flipped classroom as a more active learning design has the potential to meet this challenge. For knowledge acquisition in flipped classrooms, students’ regular and timely engagement in watching pre-class videos on new topics is critical to benefit from the learning activities in the in-class sessions. However, there is limited evidence on the relationship between engagement in pre-class video watching and later achievement and particularly in knowledge retention in flipped classroom. Thus, we developed sophisticated pre-class learning videos for a large statistics lecture and set up a flipped course design. We regressed course achievement on students’ timing of watching the pre-class videos. To contrast the relation between preclass video watching and other typically discussed predictors of achievement, we controlled for prior achievement and motivation. We found that students, who watch the videos before the corresponding in-class session perform better, both in the short-term (final exam) and in the long-term (follow-up-test four months later). Our results suggest that timing rather than quantity of video watching matters in terms of academic performance and knowledge retention. The findings highlight the important role of motivational interventions aiming at encouraging students to prepare for class in time to ensure knowledge acquisition in flipped classrooms.

Systematic Review of Flipped Instruction in Undergraduate Chemistry Lectures (2007–2019): Facilitation, Independent Practice, Accountability, and Measure Type Matter

There has been a recent rapid increase in the number of primary studies comparing the impacts of flipped to traditional instruction in undergraduate chemistry courses. Across these studies, there are wide variations in flipped model design, implementation, and reported impacts. To investigate these variations, 28 primary peer-reviewed studies were systematically analyzed. There were three notable trends. First, compared to final exams, course GPA seems to be the more sensitive measure of significant gains in students’ overall academic performance. Second, courses reporting significant gains in course GPA concertedly used (i) an extrinsic motivational tool for students to complete pre- and in-class activities, (ii) responsive mini-lecturing as an in-class instructional strategy, and (iii) the optional flipped model feature of independent postclass problem solving. In stark contrast, studies reporting no difference in course GPA rarely incentivized student completion of pre- and in-class activities, and none used responsive mini-lecturing or postclass problem solving. It was difficult to determine robust trends in impacts on various student populations as impacts were seldomly disaggregated by descriptors such as sex, race/ethnicity, and income level. Third, although there was a clear trend of constructivism being used as the theoretical framework for flipped courses, extrinsic motivation potentially plays a key role in the model’s impact. Instructor ability or desire to motivate students to engage with learning, however, was not addressed in most studies. These trends imply - more research is needed to determine impacts of flipped courses on diverse student populations and the role of instructor beliefs and ability to motivate students to engage with learning in a flipped course. Such research should be used to advance the theoretical understanding of how, why, and in what contexts flipped courses positively and significantly impact diverse students’ academic performance.

A Virtual International Faculty Development Design to Provide Remote Flipped Teaching Training During the COVID‐19 Pandemic

The COVID‐19 pandemic forced universities to adopt emergency remote teaching strategies. This sudden switch from face‐to‐face teaching to online format prompted appropriate faculty training by the institutions. A university in Saudi Arabia organized a faculty development program to train its educators to design and implement a virtual classroom using the flipped teaching (FT) method. The flipped classroom is a student‐centered instructional design where students are expected to learn basic concepts on their own using resources provided by the instructor outside of class. The class time is used to rehearse and master this knowledge through discussion and application. Moving lectures outside of class allows opportunity to engage students with the content using student‐centered activities during class where more interaction between the faculty and students as well as among peers is expected. The present study tested the effectiveness of a remote faculty training program at an international institution in the development of their own remote flipped courses. The training was stretched over six biweekly sessions for which a course was created on Moodle, the Learning Management System. The participants (n=13) were guided to develop pre‐class assignments such as lecture videos, formative assessments to encourage students in pre‐class preparation, in‐class student engagement activities, and assessments. The faculty participants were given a pre‐ and a post‐training survey to learn about their knowledge, attitude, and confidence towards FT. The pre‐course survey results indicated that 62% of the participants had never tried FT and about 46% were not familiar with FT prior to receiving training while only 54% felt ready to flip. However, all participants intended to implement the FT method after completing the course. Following the training, all participants reportedly felt they could confidently flip their courses and implement FT strategies. All participants valued the training and hoped to reconvene monthly as a group to continue meeting as a group to share their remote FT experiences. In conclusion, the virtual FT training helped improve the knowledge, skills, attitudes, and confidence of all participants in designing their flipped courses to engage students in the remote teaching mode.

Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand and implement the fundamental design principles of flipped learning. A new notion is proposed called flipped learning design fidelity, defined as the degree to which a class is faithfully designed to be close to an ideal flipped learning class operationalised with four proxy indicators of the F-L-I-P™ model (flexible environment, learning culture, intentional content, and professional educator). This study empirically examines the effect of both learner-related factor (self-regulated learning) and design-related factor (design fidelity) on learning outcomes (satisfaction, continuance intention) in a university flipped course. We hypothesised that flipped learning design fidelity and self-regulated learning affect student satisfaction and intention to continue participating in a flipped learning course. The participants were 134 Korean students of a university course taught in a flipped learning mode. The results revealed that the level of flipped learning design fidelity had a significant effect on satisfaction, but did not affect continuance intention. In addition, the level of self-regulated learning had a significant effect on satisfaction and continuance intention. Drawn from the key findings, we suggest implications for the design of flipped learning courses in a university context.

Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses

Active learning environments have been shown to be beneficial for student learning; however, including such activities can be limited by the class time available. One method that can provide more opportunities for active learning during face-to-face class time is the flipped learning approach. However, studies on the impacts of flipped learning environments on student motivation are limited. Therefore, in this multi-institutional study, general chemistry students enrolled in flipped courses at three institutions responded to measures of self-efficacy and self-regulatory strategies. The results from these measures were used to evaluate how students’ academic self-efficacy (ASE) and chemistry self-efficacy (CSE) changed over the term at each institution as well as to compare students’ CSE between the institutions. Evidence was found for scalar measurement invariance across all measures, such that latent means could be used to compare results over time and between the institutions. Overall, students at each institution showed a decrease in ASE over the term, although their CSE increased. Comparisons between the institutions showed that students at the Southeastern institution had a higher post CSE than students at the Western and Northwestern institutions. One salient difference between the institutions was the structure of the face-to-face class time, which suggests that there may be a relation between students’ post CSE scores and the structure of the course. However, other variables, such as the demographic profiles of the institutions, may have also played a role in the observed differences.

Teaching Engineering and Food: From Traditional Approaches to a Flipped Course on Gastronomic Engineering

Understanding concepts of food engineering (FE) is fundamental for professionals in the discipline, necessary for food scientists, appealing to non-food science students, and valuable for curious cooks. The challenge of teaching FE is delivering meaningful learning outcomes to the different backgrounds, motivations, and interests of the audiences. This article delves into the origins of FE in academia and the influence on teaching of an expanding food processing industry. Current trends demand a FE education with a wider scope, focused on consumer needs and wants that convey elements of food product design, sustainability, innovation, and culinary applications, among others. Although the core concepts of FE have remained practically the same, new teaching methodologies call for expanded computational abilities, ample access to online contents, and active learning, student-centered approaches. As a case study, we describe the implementation of an elective flipped classroom course on engineering, science, and gastronomy for undergraduate students that include in-class demonstrations by chefs.

Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to “get ahead” and Repeaters taking the course to “get back on track”. The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. First-generation students who took the first-term course in the flipped format experienced a final exam score boost in the second-term course regardless of repeater status. While most students responded positively to the flipped course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access, and retention of diverse students in STEM.

58993 The Efficacy of Converting an In-person Commercialization Education Course to a Virtual and Flipped Experience

ABSTRACT IMPACT: The successful conversion of an in-person biomedical research commercialization education course to a fully virtual and flipped experience (self-paced) allows greater participation from faculty investigators at CTSA institutions and serves as a model for similar educational programs intended to accelerate the translation of biomedical innovations to products of impact. OBJECTIVES/GOALS: Due to COVID-19, University of Michigan’s Fast Forward Medical Innovation developed new educational resources and leveraged virtual learning tools to convert a successful in-person research commercialization course to a fully virtual, flipped format and evaluated the effectiveness of the converted course compared to the in-person equivalent. METHODS/STUDY POPULATION: Two novel interactive modules (intellectual property and FDA regulation) and five instructional videos (customer discovery, value proposition, opportunity sizing, target product profile, and patent searches) were developed while Constant Contact and Zoom were used for a weekly progression of content delivery and to flip the course: (1) forming/testing value propositions, (2) intellectual property, (3) regulatory, (4) medical reimbursement, (5) business case development. A total of 32 faculty and graduate students completed the virtual, flipped course and submitted a post-course evaluation. Results of the converted course were compared to evaluation results from the in-person course. RESULTS/ANTICIPATED RESULTS: Open rates for the weekly email content were: (1)61%, (2)67%, (3)65%, (4)67%, and (5)59 %. Total views for the modules and videos were: IP-28, regulation-19, customer discovery-62, value proposition-21, opportunity sizing-66, target product profile-11, and patent searches-29. Evaluation results from the virtual course (n=22) were compared to mean results from the 5 previous in-person courses (n=42); 86% of virtual course respondents stated the course met the objectives compared to 85% of in-person respondents; 87% of virtual respondents stated the course met their expectations compared to 100% of in-person; 87% of virtual respondents said they would participate in a follow-up program compared to 94% in-person; 91% of virtual respondents would recommend the course to others compared to 97% of in-person. DISCUSSION/SIGNIFICANCE OF FINDINGS: Email open rates and content views suggest positive flipped participation. Overall, the converted course was comparable to the in-person course at meeting objectives, suggesting the virtual format is effective at delivering the course content and holds the potential for engaging a broader audience.