Title:
The Impact of a Flipped classroom approach on the student learning experience
Author Name:
Isaiah T. Awidi, Mark Paynter
Selected Case (Published Article):
The Impact of a Flipped classroom approach on the student learning experience
1. Introduction
The pedagogy of flipped learning is acquiring prominence in secondary and higher education. In a reversed classroom, students engage in active learning activities such as discussions, peer teaching, presentations, projects, problem-solving, computations, and group activities during class time. In other words, this strategy “flips” the conventional presentation of course material, which consists of class time devoted to lectures, example problems, and assignments comprised of problem sets or group project work. Flipping the classroom is not a fleeting fad. Theoretically, it should enhance student learning. The constructivist theory of active learning posits that students can construct their knowledge based on preexisting cognitive frameworks, resulting in deeper learning than in inert learning environments. Another theoretical advantage of reversed learning is the capacity to integrate foundational information into long-term memory before class. Reducing the amount of cognitive work required in the classroom enables students to establish new, deeper relationships and create more profound concepts. Lastly, in the inverted paradigm, intrapersonal and interpersonal skills can be explicitly taught through classroom activities. Since 2012, the research literature on the efficacy of this learning environment has expanded tremendously. It has been difficult to determine whether flipped classrooms perform better than traditional lecture-based classrooms because these studies were conducted in diverse contexts and published in numerous academic journals.
2. Overview of the Case
117 students enrolled in Evolutionary Processes, a third-year biology course at the University of Western Australia, participated in the inaugural study. This course is required for zoology majors and is optional for biology majors in other fields. In addition to increasing class participation and involvement, reversing the classroom seating arrangement enhances the effectiveness of course administration. The new program includes prepared seminars, internet-based tests, and further assessment assignments while retaining two of the original program’s four lectures, subject matter, and educational objectives. In addition to being collaborative, flexible, and hands-on, the learning activities were designed to enable students to decide on their project themes and data for in and after-class pursuits. It was anticipated that an overhaul of essential learning and assessment strategies would facilitate the active knowledge construction of students and enhance their educational experience.
The online questionnaire was taken by 50 students, 33 (or 66%) of whom had never taken part in an online course that featured recorded videos and learning exercises, while 17 (or 34%) had done so. Three-quarters of respondents, or 36%, said they had a very high level of competence with digital technology. Table 1 demonstrates an encouraging tendency from a pedagogical perspective: A poll of pupils indicated that sixty percent regarded this strategy as highly interesting. This enormous data collection will be broken down into smaller and smaller parts. Table 1 makes it abundantly evident that an overwhelming majority of respondents believed that the multiple techniques offered by the flipped approach, such as online assessments, pre-recorded lectures, online laboratory reports, and group tasks, contributed positively to their educational experience. Nevertheless, there were three significant departures from the norm: Only 11 respondents, 22% of the total, agreed that the recorded lectures prompted them to do additional reading on the topic. 46% of the respondents consented that the recorded lectures encouraged them to get involved in the scheduled educational tasks. 42% of the respondents agreed they enjoyed participating in the flipped lecture group discussions. Eighty-one percent of respondents believed sufficient knowledge and learning materials were easily available due to the MISL component. In contrast, nine percent of respondents did not agree with this statement. According to the evaluations and remarks on this facet, students were far more inclined to agree (73%) than to disagree (12%). Regarding “knowledge construction,” the students were just as evenly divided, with 74% agreeing with the statement and 11% disagreeing. 52% of the students questioned said that they agreed with the statement “support and motivation,” whereas 23% stated that they disagreed. In a similar vein, 51% of students agreed with the remark, while just 22% of them disapproved of it, and 27% of them had no opinion either way.
4. Outcomes
When asked about their level of perceived confidence, motivation, and involvement, a greater percentage of respondents agreed with the assertions (54%, 54%, and 60%, respectively) than disagreed (14%, 14%, and 18%, respectively). Once again, a sizable percentage of respondents (32, 28, and 22%) held uncommitted or indifferent perspectives. An essential link between ‘access to knowledge and resources and student confidence’ was confirmed by the probability ratio as being present. The data analysis showed a substantial difference between the students who felt confident and those who did not, but also between those who felt satisfied and those who felt indifferent. Those who reported feeling motivated stood in stark contrast to those who did not report feeling inspired. Concerning the level of engagement shown by the students, a discernible divide was discovered between those who did and did not report feeling engaged and between those who reported feeling neutral. The statistics also show a significant association between student support and motivation and student confidence, ‘student motivation, and student engagement.’ A statistically significant difference was found between learners that experienced spirit and those who did not, but not between learners who felt confident and those who felt indifferent. This was discovered using a post hoc analysis. Those who felt involved in the material and those who did not, in addition to those who remained neutral, were shown to vary significantly from one another. There was also a substantial gap between the motivated and those who were not driven. According to the findings, there is a substantial connection between ‘participation and cooperation’ and students’ levels of confidence and engagement but not students’ motivation levels.
Additional research showed a statistically significant difference between people who reported feeling confident and those who said they did not. There was a substantial difference in involvement levels between all groups except for the disengaged and the indifferent kids. There was a significant association between ‘assessment and feedback’ and student confidence and student involvement; however, there was no correlation between ‘assessment and feedback’ and student motivation. The post hoc data analysis showed that there was a statistically significant difference between those who reported feeling confident and those who did not report feeling confident. A considerable divide existed between students who were actively interested in the material and those who were not. The concept of “knowledge construction” substantially impacted the students’ levels of self-assurance, drive, and engagement.
Further Analysis revealed a statistically significant distinction between those who felt confident and those who did not. For engagement, there was a significant difference between all categories except disengaged and neutral pupils. There was a significant correlation between ‘assessment and feedback’ and student confidence and student engagement, but not student motivation. An analysis of the post hoc data revealed a statistically significant difference between those who felt confident and those who did not. There was also a significant difference between engaged pupils and those who were not. Student confidence, motivation, and engagement were significantly influenced by ‘knowledge construction”.
5. Implications
Perhaps never have there been so many vocal advocates for changing the way lectures are presented in higher education, turning the front of the classroom into a side guide, and making way for active learning strategies focused on the individual needs of each student. A more flexible classroom structure has been advocated to address these needs. Several studies have shown that using a “flipped classroom” approach can motivate students to take an active role in their education at the university level. The results of this study corroborate those of prior studies and bring to light new advantages of the adaptive classroom approach. Students who traditionally performed poorly in school reported higher engagement and success in an inverted classroom. A further investigation of students’ video-viewing habits revealed that students liked pausing and rewinding options the most. Since this, students with lower achievement levels, who may find typical teaching challenging and fast-paced (Young et al., 2009), benefited from the flipped classroom approach since they were given more time to reflect and study at their speed. Traditional lectures could be more effective in keeping students’ attention and promoting active learning in higher education (Windschitl, 1999; Young et al., 2009). The flipped classroom model, however, is a practical, supportive, motivating, and active way to engage students, especially low achievers and those struggling with lectures.