Flipped Instruction in a High School Science Classroom

Leo, Jonathan; Puzio, Kelly

doi:10.1007/s10956-016-9634-4

Cited by 70 publications

(41 citation statements)

References 13 publications

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“…Most of this research has been in the K-12 realm (Leo and Puzio 2016;Olakanmi 2017), but other studies have been conducted in higher education. In one example, Long et al (2017) conducted a qualitative case study analysis of instructor experiences using this method and found that instructors perceived that their students enjoyed this approach to learning.…”

Section: The Evidence On Flipped Classroomsmentioning

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: The Evidence On Flipped Classroomsmentioning

confidence: 99%

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

et al. 2018

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“…In this model, students take sole responsibility for completing preparatory work before attending class (Lai & Hwang, ; O'Flaherty & Phillips, ), and class time is reserved for active learning activities to stimulate higher‐order thinking and knowledge transfer (Kim, Kim, Khera, & Getman, ; Nouri, ). The active learning activities include open questions, situational discussions, group projects, problem sets, student presentations and individual or paired quizzes (Leo & Puzio, ; McLaughlin et al ., ; Sohrabi & Iraj, ). The flipped classroom also promotes social interaction through the increased use of group activities, peer interactions and personal contact time with the teacher (Bergmann, Overmyer, & Wilie, ; Kim et al ., ).…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of student agency on learning performance and learning experience in a flipped classroom

Luo¹,

Yang²,

Xue³

et al. 2018

Brit J Educational Tech

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The efficacy of the flipped classroom model largely depends on the specifications of its design and implementation, and one important specification to consider is student agency. With the purpose of prescribing the optimal level of student agency for the flipped classroom, this study conducted a repeated‐measures experimental design to compare the effects of three levels of student agency in an undergraduate flipped course with 43 students. The empirical results revealed that student agency had a significant impact on students' academic performance and perceived learning experience. Moreover, a low level of student agency appeared to induce superior performance and evaluation ratings from the students and counter the influence of personality and self‐study time. The findings are expected to inform the design and implementation of flipped courses and extend our understanding of student‐centred learning to the context of the flipped classroom.

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“…The lecturers take their roles as a facilitator in class, while the students are involved in different activities and tackling assigned projects. Flipped learning has been investigated mostly in a secondary education setting (Leo & Puzio, ; Pearson, ), not higher education.…”

Section: Introductionmentioning

confidence: 99%