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

Abstract

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.

Are first year students ready for a flipped classroom? A case for a flipped learning continuum

“…It has also been suggested that posting videos online may not offer sufficient scaffolding for some students, as they are unable to ask questions to clarify their ideas in real time, and similarly, teachers cannot pose questions to check for understanding as learning is taking place (Howitt & Pegrum, 2015). Additionally, it is to be noted that while there have been reported learning gains arising from flipped approaches in a range of disciplines (e.g., Baepler, Walker, & Driessen, 2014;Jensen, Holt, Sowards, Ogden, & West, 2018;Love, Hodge, Grandgenett, & Swift, 2014), the impact of such approaches on student learning outcomes remains under-researched (see Lundin, Rensfeldt, Hillman, Lantz-Andersson, & Peterson, 2018).…”

Effectiveness of flip teaching on engineering students' performance in the physics lab

“…Video recording is one of the most commonly used tools in FT (Pierce & Fox, 2012). The videos proved to be more effective than textbook readings (Jensen, Holt, Sowards, Heath Ogden, & West, 2018) and were preferred by the students (Sahin, Cavlazoglu, & Zeytuncu, 2015). Moreover, Nouri (2016) found that this pre-class material was more positively perceived by the low achievers' group.…”

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

“…Two prominent premises in the use of flipped learning linked to the effectiveness of the instructional process are the characteristics of the students [18] and their educational stage [73], which will largely determine the results achieved.…”

“…This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20].…”