Inquiry-Based Learning and the Flipped Classroom Model

Love, Betty; Hodge, Angie; Corritore, Cynthia L.; Ernst, Dana C.

doi:10.1080/10511970.2015.1046005

Cited by 69 publications

(46 citation statements)

References 17 publications

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“…This implies that students in a group learning situation are the best way to foster critical thinking or higher-order thinking skill. This finding of this study was also alike with the results reported that the flipped classroom instruction enables students to get out of their seats and interact with each other, to build learning communities and exchange ideas to solve problems (Kim et al, 2014;Love, Hodge, Corritore, & Ernst, 2015;Little, 2015;Sun & Wu, 2016). This can be assumed that the more interactive individuals perceive themselves in activities, the more intrinsically motivated they will be.…”

Section: Discussionsupporting

confidence: 84%

The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students perceived need satisfaction

Ishak¹,

Kurniawan²,

Zainuddin³

2020

JPR

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This study aims to develop and understand what motivates university students to use asynchronous preclass online video lectures (AOVL) for flipped classroom instruction. The study was conducted using a mixed-method research approach. A post-questionnaire survey and a focus group interview were employed in collecting qualitative data. A total of 31 respondents answered questionnaires and 10 respondents were interviewed in a focus group discussion. The quantitative result of the descriptive analysis indicates that students had positive perceptions in terms of intrinsic motivation and self-efficacy. Besides, Pearson r correlation analysis shows a strong correlation between the whole constructs (i.e., between perceived autonomy and competence = 0.618, autonomy and relatedness = 0.939, and competence and relatedness = 0.747). Consistently, the interview discussion also reveals that the use of AOVL had successfully promoted students' learning motivation both in and outside of the classroom. Data were analyzed using thematic analysis and three key themes were identified, namely; (a) students' mastery of content materials outside of the classroom (b) students' interaction with peers and instructor, and (c) students' learning autonomy. Conclusions from this study confirmed that the use of AOVL in the flip-class setting had successfully promoted students' intrinsic needs based on self-determination theory (SDT) perspectives, namely: perceived competence, relatedness, and autonomy.

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Section: Discussionsupporting

confidence: 84%

The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students perceived need satisfaction

Ishak¹,

Kurniawan²,

Zainuddin³

2020

JPR

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“…Such changes could happen in any subject matters if teachers were not restricted to the goals and content of the National Curriculum which cannot be easily covered within the constraints of classroom time with the students. One of the most promising ways to cover the required content and also benefit from IBL-based instruction may be the combination of this teaching method with the FC approach (Love et al, 2015) or the use of IBL features within a FC instruction (Chen & Chang, 2017;Huang & Lin, 2017;Çakiroglu & Özturk, 2017). One such example is Chen and Chang's (2017) research in higher education context using the SOP² model into the flipped classroom ("S": Self-study, "O": online group discussion, and "P2": Double-stage Presentations).…”

Section: Flipped Classroom Research-a Challenge For Primary Educationmentioning

confidence: 99%

“…It is also referred to as inverted classroom (Gannod, Burge, & Helmick, 2008). It is the model where the traditional lecture materials are transferred outside the classrooms (in alternative formats, mainly video-tutorials, readings, screencasts), allowing in-class time to be used for collaborative Inquiry-Based Learning (IBL) activities (Bergmann, & Sams 2015;Love et. al., 2015;Ullman, 2013).…”

Section: Introductionmentioning

confidence: 99%

A Flipped Classroom Model for Inquiry-Based Learning in Cyprus Primary Education Context- A Multiple Case Study

Raouna¹,

Lee²

2018

INTED Proceedings

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In this article, we present the outcomes of the pilot phase of a multi-case study being conducted in Cyprus. The study aims to develop and propose universal design principles of using a Flipped Classroom (FC) approach as a pedagogical structure of Inquiry-Based Learning (IBL) applicable across primary education context in Cyprus. The universal design principles refer to the general guidelines most primary teachers can follow when designing their lessons by integrating the two instructional models of FC and IBL, and to the specific pedagogical strategies teachers can use for different school subjects to motivate and improve their students' learning processes through Networked Lerning (NL) opportunities. Providing teachers with those principles (i.e. guidelines and strategies) is particularly important given the lack of instructional experiences of Cyprus primary school teachers in implementing a FC model in their classroom practices and a wide range of subject matters that those teachers need to teach. There has been a limited focus, in previous research concerning the FC model, on its effectiveness within the primary education context and also in relation to the NL technologies used. The pilot study aims to primarily address this research gap, develop the IB-FC model and present potential benefits of using the IB-FC model in primary school context. The learning process based on the IB-FC model includes pre-class, in-class and after-class activities. During the pre-class phase, students explore the learning content provided by the teacher at home and obtain an entrance ticket which is used during class time for the IBL facilitated by a series of classroom activities, which require the students to be creative and collaborative. Forums and other features of online learning platforms are utilized so as to promote NL through collaboration and communication. The after-class phase involves self-assessment procedures and the completion of an e-portfolio page. After the first pilotnature of iteration of implementing the model, participant students' learning experiences and perceptions on this new learning scenario were collected through focus groups and reflection forums. Based on our findings from the pilot study, the IB-FC framework including important pedagogical principles and additional instructional tools have been developed and offered to seven primary school teachers in the current stage of our multi-case study, through which the framework will be further developed and refined.

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“…In order for this and other "inquirybased" methods to work optimally, students need to ask each other good questions, which they often have never learned to do, so some instructors have tried intentionally modeling asking good questions as scaffolding to guide students to ask them on their own [1]. Many instructors have found success using the "flipped classroom" model, where students prepare for class by learning the material on their own via textbook, slides or video lectures, and then spent class time solving math problems, playing content-specific games, or doing computer programming [8]. For a comparison of the "flipped classroom" versus "inquiry-based learning" teaching methods, and methods of combining the two, see [3].…”

Section: Introductionmentioning

confidence: 99%