The flipped classroom: A learning model to increase student engagement not academic achievement

Abstract

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

The Impact of the Flipped Classroom Model on Students' Academic Achievement

“…Namely, the findings showed that the use of the FC Model does not yield significant impacts on increasing the students' academic achievement. Only a few other studies supporting this finding (Kim et al, 2014;Smallhorn, 2017).…”

“…In recent studies, the impacts of the FC Model on student performance, engagement, learning outcomes, and motivation have been investigated. Studies have shown that the FC approach enhances student's learning performance (Baepler, Walker, & Driessen, 2014;Davies et al, 2013;Janotha, 2016;Sun & Wu, 2016;Talley & Scherer, 2013;Wiginton, 2013;Zengin, 2017;Zhonggen & Wang, 2016), produces enhanced learning outcomes (Chen Hsieh, Wu, & Marek, 2017;Gillispie, 2016;Kong, 2014;Smallhorn, 2017) and increases student motivation (Chyr, Shen, Chiang, Lin, & Tsai, 2017;Graziano, 2017;Smallhorn, 2017;Wiginton, 2013;Yılmaz, 2017).…”

Reflections on Student Persistence

“…In the academic realm, this can take the form of cohort programs in which students learn together over time. In the classroom, it can take the form of pedagogies like cooperative and problem-based learning that when properly implemented require students to become engaged and learn together as equal partners as Smallhorn (2017) observes in "The flipped classroom: A learning model to increase student engagement not academic achievement". In the social realm, institutions can also take steps to provide for a diversity of social groups and organisations that allow all students to find at least one small community of students with whom they share a common bond.…”

Desarrollo de competencias en el contexto del Semestre i: un estudio de caso

“…El Semestre i tiene sus bases en el Aprendizaje Basado en Retos (ABR), que busca no solo involucrar al alumno en sus estudios, sino comprometerlo con su aprendizaje en términos de vigor, dedicación y absorción (Peiro y Grau, 2000; Fidalgo-Blanco, Sein-Echaluce y García-Peñalvo, 2017). Para lograr que los alumnos puedan desarrollar un mayor compromiso, se hacen necesarias estrategias de enseñanza aprendizaje que vayan más allá de la clase convencional, tales como: el aprendizaje activo, aula invertida y prácticas en tiempo real, entre otras (Smallhorn, 2017;Whitworth y Wrigth, 2015).…”