Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

Abstract

Flipped" or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students' time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The purpose of this study is to compare self-reported student engagement in three separate course modalities: traditional face-to-face lecture class, flipped class, and an online class. It is hypothesized that the flipped class will report higher levels of student engagement because of the nature of the active learning environment.

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

“…Like other didactic actions focused on active student learning, the flipped-classroom improves traditional formulas [35], increases student participation [36] and, at the same time, allows for research and critical activity. Studies show that a direct consequence of this methodology is increased motivation and greater experiential learning [30,37].…”

The Impact of Digital Citizenship Instruction through Flipped Classroom Model on Various Variables

“…The increase in students' achievement could also be explained by certain characteristics of the flipped classroom such as student-teacher interaction, immediate feedback, and preparation before coming to the class (Alsancak-Sirakaya & Ozdemir, 2018). Besides, this finding can result from the fact that learning the subjects outside the class provided students with the opportunity to investigate the related subjects deeply during the class time (Burke & Fedorek, 2017). Learning activities on digital citizenship such as making online shopping safer and creating sample scenarios about the negative impacts of digital technologies have been very useful not only to enhance students' engagement in the classroom but also support their cognitive and affective learning domains.…”

Use of the Flipped Classroom to Design Creative and Active Activities in the Field of Computer Science

“…The flipped classroom promotes the use of various multimedia resources (e.g., videos and digital readings) before class to facilitate the assimilation of knowledge (Burke & Fedorek, 2017;Kim & Ahn, 2018). In fact, the technology allows personalized learning because students consult the audiovisual content of the courses at any time and place (Mason et al, 2013).…”

“…The flipped classroom allows innovating school activities through the incorporation of ICTs (Kim & Ahn, 2018;Yelamarthi & Drake, 2015). For example, the consultation of videos before the class favors the active role of the student during the educational process (Burke & Fedorek, 2017).…”

“…Nowadays, teachers use the flipped classroom to increase academic performance and motivate students during the teaching-learning process (Burke & Fedorek, 2017;Maciejewski, 2016). The advantages of this pedagogical model are related to the realization of creative and active activities in the classroom and the personalization of learning (Kim et al, 2014).…”