Use of the flipped classroom instructional model in higher education: instructors’ perspectives

Long, Taotao; Cummins, John; Waugh, Michael

doi:10.1007/s12528-016-9119-8

Cited by 193 publications

(210 citation statements)

References 25 publications

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“…The technology‐enhanced FC was effective, engaging and facilitated active learning better than the conventional instructional setting, which is consistent with previous findings (Blair et al ., ; Chuang et al ., ; Luo et al ., ). Students were highly satisfied with their training and maintained a positive attitude during their training sessions (Costley & Lange, ; Long et al ., ; Thai et al ., ). A FC approach also converted the passive acceptance in traditional classroom learning into self‐exploration by respecting the individual characteristics of cognitive learning.…”

Section: Discussionmentioning

confidence: 99%

Can the flipped classroom model improve students’ academic performance and training satisfaction in Higher Education instructional media design courses?

Kazanidis¹,

Πέλλας²,

Fotaris³

et al. 2018

Brit J Educational Tech

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While “flipping” a classroom has gained attention in K‐12 and Secondary school programs, there has been relatively no explicit focus on its effectiveness as a teaching method for instructional media design courses in Higher Education. The purpose of this quasi‐experimental study was to determine the effectiveness of the flipped classroom approach to teaching instructional media design subjects by comparing students’ academic performance and training satisfaction in traditional lecture‐based instruction with those in a flipped classroom. A total of 128 undergraduate students participated voluntarily and were divided into a control (n = 62) and an experimental (n = 66) group, respectively. The study findings indicated substantial differences in both academic performance and training satisfaction between the two groups, with the students in the experimental group performing significantly better. Specifically, the results showed some determining factors associated with training satisfaction that explain why students in flipped classes achieved notably higher mastery in the learning objectives than their control group peers. This study adds to the literature by providing evidence on how a flipped classroom can potentially benefit students’ academic performance, leading to higher training satisfaction and deeper disciplinary understanding in instructional media design courses.

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Section: Discussionmentioning

confidence: 99%

Can the flipped classroom model improve students’ academic performance and training satisfaction in Higher Education instructional media design courses?

Kazanidis¹,

Πέλλας²,

Fotaris³

et al. 2018

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…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. Indeed, for some, the motivation to flip their classrooms was because of student dissatisfaction with traditional lecture approaches.…”

Section: The Evidence On Flipped Classroomsmentioning

confidence: 99%

“…They found slightly higher achievement in the flipped classroom experience compared to conventional classes, but the design of the flipped experience was important. In particular, Schwarzenberg et al (2017) noted that in-class activities should focus on active learning and that the level of pre-class preparation from students was important-echoing the concern raised by Long et al (2017).…”

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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“…Instructors’ perceived existence of the institutional and technical facilitations strongly predicted their adoption decisions of technological innovations (Chopdar et al ., ; Khan et al ., ). The institutional and technical facilitations include the institutional policies and the superior requirements, institutional funding support, Internet access and Internet connection speed, equipment in the classroom, access to digital resources and tools, technical support provided by the institution, and training workshops and other support services (Long, Logan, & Cummins, ; Long et al ., ; Baylor & Ritchie, ; El‐Masri & Tarhini, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

Long¹,

Cummins²,

Waugh³

2018

Brit J Educational Tech

Self Cite

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The flipped classroom is an instructional model which allows for more advanced learning activities during in‐class time while introduces subject knowledge to students prior to class. To address a gap in the recent research regarding higher education instructors’ experiences, perceptions and adoption decisions of the flipped classroom instruction, this study aimed at investigating the critical factors which were predictive of a higher education instructor’s decision to adopt a flipped classroom instructional model through exploratory factor analysis (EFA) and multiple regression in a US university. The results revealed that performance expectancy and technology self‐efficacy were significant predictors. Although facilitation condition was significantly correlated with instructors’ adoption decisions, it was not a significant predictor. This study suggests that in order to improve higher education instructors’ adoption decisions of the flipped classroom and other active learning instructional models, it is of priority for institutions to remove the internal barriers to instructors’ adoption decisions of these instructional models, such as improving their performance expectancy and technology self‐efficacy.

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Use of the flipped classroom instructional model in higher education: instructors’ perspectives

Cited by 193 publications

References 25 publications

Can the flipped classroom model improve students’ academic performance and training satisfaction in Higher Education instructional media design courses?

Can the flipped classroom model improve students’ academic performance and training satisfaction in Higher Education instructional media design courses?

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

Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

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