Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms

Hao, Yungwei

doi:10.1016/j.chb.2016.01.032

Cited by 268 publications

(252 citation statements)

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“…Specifically, student performance may simply mirror students' prior knowledge or their study strategies, which then reveals a student's preparedness for college-level instruction or online learning. Research shows that many students are less than ready to engage in a flipped classroom upon entering college (Hao 2016). In fact, Yilmaz (2017) showed that a student's e-learning readiness was a direct predictor of their motivation in a flipped classroom.…”

Section: Low-stakes Outcomesmentioning

confidence: 99%

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction.In this study, we tested three methods of pre-class content learning-interactive online tutorials, video lectures, and textbookstyle readings-while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.

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Section: Low-stakes Outcomesmentioning

confidence: 99%

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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“…The simplest method is that students check their understanding by following a programmed question-and-answer procedure themselves and do corresponding programmed follow-up exercises when making some mistakes, i.e. through Online Instant Response System (Hao 2016), but then teachers would face the same question "how", for the lack of necessary computer programming knowledge. In the failed case, the teacher relied on students' autonomy to do the work, which turned out to be unrealistic.…”

Section: Teachers' Lack Of Enough Knowledge and Techniques Concerningmentioning

confidence: 99%

Current problems with the prerequisites for flipped classroom teaching---a case study in a university in Northwest China

2018

Smart Learn. Environ.

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With the rapid advancement of IT, more and more attempts have been made to incorporate this modern technology into education. Of the newest teaching and learning devices and approaches, the use of microlectures and the idea of flipped classroom model(known as FCM) have caught the attention of many teachers. While the new teaching device and the innovative teaching approach succeed in some teachers' classes, they are doomed to failure in others' for this new approach involves prerequisites of which many teachers might not be fully aware of before their teaching practice, the lack of which might become barriers. This paper presents a post hoc analysis of a failed case with FCM and attempts to discuss, at a macroscopic level, problems with preconditions for FCM that currently exist, in the hope that teachers who are making an attempt at FCM can be aware of these problems and thus would make better preparation for it so as not to repeat the failure should they conduct FCM in their teaching. As are revealed by a detailed analysis of the reasons and a further deliberation on the failure with regard to a successful case, students' inadaptability to unmonitored e-learning, teachers' inadequate knowledge of computer science and information technology, the lack of a desirable communication platform and restrictive syllabuses may all hinder the smooth application of FCM, among which, the lack of a desirable communication platform and teachers' lack of adequate knowledge of computer science and information technology have become a bottleneck in the application of FCM.

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“…Over the past 15 years (Baker, 2000;, the flipped classroom concept has continued to gain much attention, at all education levels, and in fields ranging from medicine and the natural sciences to the social sciences and humanities (Bergmann and Sams, 2012;Tucker, 2012;Scheg, 2015;Betihavas et al, 2016;Boyle et al, 2016;Buxton et al, 2016;Eichler and Peeples, 2016;Foldnes, 2016;GonzalezGomez et al, 2016;Hanson, 2016;Hao, 2016aHao, , 2016bHao and Lee, 2016;Hibbard et al, 2016;Hotle and Garrow, 2016;Huang and Hong, 2016;Janotha, 2016;Koo et al, 2016;Kvashnina and Martynko, 2016;Li et al, 2016;Liebert et al, 2016;Liou et al, 2016;McEvoy et al, 2016;McLean et al, 2016;Nash et al, 2016;Ojennus, 2016;Peterson, 2016;Pienta, 2016;Porcaro et al, 2016;Rotellar and Cain, 2016;Ryan and Reid, 2016;Schneider and Blikstein, 2016;Shaffer, 2016;Sockalingam et al, 2016;Sohrabi and Traj, 2016;Wieczkowski et al, 2016;Yu and Wang, 2016). Built upon the framework of active learning (Sirhan et al, 1999;Sirhan and Reid, 2001), different models of the flipped classroom exist <...>…”

Section: Introductionmentioning

confidence: 99%

A flipped classroom redesign in general chemistry

Reid

2016

Chem. Educ. Res. Pract.

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The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13-23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e., <30 students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor "floated" between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations.

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Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms

Cited by 268 publications

References 20 publications

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Current problems with the prerequisites for flipped classroom teaching---a case study in a university in Northwest China

A flipped classroom redesign in general chemistry

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