Student perceptions of a flipped classroom management course

2016 ◽  
Vol 8 (3) ◽  
pp. 316-328 ◽  
Author(s):  
Brian J Beatty ◽  
Michael Albert
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Classroom Experience ◽  
Content Type ◽  
Student Grades ◽  
The Impact

Purpose – The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades. Design/methodology/approach – A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience. Findings – Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students. Originality/value – During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

scholarly journals Multiple Medical Students on a Clerkship Team: Do They Affect Each Others’ Grades?

2020 ◽  
Author(s):  
Krishan K. Sharma ◽  
Yuchiao Chang ◽  
Eli Michael Miloslavsky
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Student Performance ◽  
Student Perceptions ◽  
Response Rate ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship ◽  
Student Grades ◽  
Attending Physicians ◽  
The Impact

Abstract Background Medical students are often paired together on clinical teams during their clerkships, but the effect of this practice on student performance is unknown. The primary objectives of this study were (1) to retrospectively assess whether students paired together on a medical team during their Internal Medicine sub-internship affected each other’s grade and (2) to survey medical students’ perceptions on the impact of pairing on their evaluations. Methods We examined clerkship grades of 186 student-pairs at 3 sub-internship hospital sites of Harvard Medical School from 2013-2017. To evaluate student perceptions we administered a survey to the graduating class of 2018. Results There was no significant deviation between the expected and observed distribution of student grades (p=0.39) among 186 student pairs, suggesting that pairing had no meaningful effect on the sub-internship grade. We also saw no effect when controlling for prior internal medicine clerkship performance (p=0.53). We then surveyed students in the 2018 graduating class assessing student perceptions on pairing. Of the 99 respondents (59% response rate), 90% and 87% of respondents felt that being paired affected their evaluations by resident and attending physicians, respectively. Conclusions Our analysis suggests that paired medical students do not meaningfully affect each others’ grades, despite the majority of surveyed students believing that being paired affects their evaluations. Awareness of student perceptions regarding pairing can inform clerkship structure and be utilized to address student concerns.

scholarly journals Evaluation of a Flipped Classroom Model: A Case Study from Oman

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Flipped Classroom ◽  
Education Institution ◽  
Pilot Project ◽  
Successful Implementation ◽  
Learning Approach ◽  
Flipped Learning ◽  
The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

scholarly journals Exploring academics’ identities in today’s universities: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Javier Mula-Falcón ◽  
Katia Caballero ◽  
Jesús Domingo Segovia
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Future Research ◽  
International Studies ◽  
New Governance ◽  
Content Type ◽  
Starting Point ◽  
Bibliographic Search ◽  
The Impact ◽  
Clear Predominance

Purpose The study aims to analyse international studies on the impact that new forms of control and performativity in higher education have on academics’ identity. The aim was threefold, namely, to provide an overview of the main published findings; to establish biases and future lines of research and to offer a starting point to stimulate a debate on the future of universities. Design/methodology/approach The present study consists of a systematic review aimed at providing an overview of the main professional identities (PIs) described in the literature in the past 10 years. A bibliographic search was conducted on the Web of Science, SCOPUS and Education Resources Information Centre, which yielded a total of 26 articles that were subsequently subjected to thematic analysis. Findings The study provides an overview of the types of identities developed by academics as a result of the new forms of control. Among the main findings, this study reveals a clear predominance of PIs characterised by submission to the new neoliberal demands. The professional, social and health consequences associated with these identities are also highlighted. Finally, a proposal is made for future research to better understand how these new PIs are constructed and developed. Research limitations/implications Because of the chosen filters or databases, the study could have omitted possible articles relevant to this review. Therefore, researchers are encouraged to replicate such a study by expanding, for example, the languages used. Originality/value This study helps us to obtain a detailed description of the different identities generated as a consequence of the new governance of higher education. Furthermore, possible implications for mitigating this situation are mentioned.

scholarly journals Active learning engagement classrooms at the University of Central Missouri : practical strategies to implement and sustain utilization of active learning in higher education using technology

2020 ◽  
Author(s):  
◽  
Elmer N. Ragus
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Positive Impact ◽  
Learning Goals ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Learning Engagement ◽  
The University

The tradition of lecturing in higher education is synonymous to teaching (Morrison, 2014). Fortunately, those in higher education today are pushing for viable alternatives such as active learning because several studies have shown the positive impact on student performance, student achievement, and other learning goals (Auerbach and Andrews, 2018; Beichner, 2014; Cattaneo, 2017; Eddy, Converse, Wenderoth, and Schinske, 2015; Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, and Wenderoth, 2014; Heim and Holt, 2018; Lumpkin, Achen, and Dodd, 2015; Morrison, 2014). Additional research should therefore focus on topics besides whether active learning works. This qualitative study aims to add to the literature of the next generation of active learning research by exploring faculty and student perceptions of active learning engagement classrooms (ALECs), actions that a university can take to encourage the use of active learning engagement classrooms, and support for faculty transitioning from traditional lecturing to active learning using technology. Focus group meetings and interviews were conducted with 44 faculty, staff, and student participants at the University of Central Missouri. While mostly positive, faculty and students had mixed reviews about the ALEC experience. Also, most participants pointed to the need for training to support the sustained utilization of the ALECs. The qualitative findings are discussed and connected to the theoretical frameworks guiding this study. The paper concludes with three phases of recommendations for practice and ideas for future research.

Student perceptions of the employability of the first degree in Portugal

2016 ◽  
Vol 58 (9) ◽  
pp. 966-983 ◽  
Author(s):  
Cristina Sin ◽  
Orlanda Tavares ◽  
Alberto Amaral
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Online Survey ◽  
Bologna Process ◽  
Public And Private ◽  
Policy Makers ◽  
Content Type ◽  
And Gender ◽  
The Bologna Process ◽  
The Impact

Purpose The paper presents and analyses quantitative data on student perceptions about the employability of the first degree, and their trajectory choices on graduation. The purpose of this paper is to assess the value of the first degree as a positional good in Portugal, further to the degree’s reduced duration after the implementation of the Bologna Process. Design/methodology/approach In total, 828 students responded to an online survey administered between September 2013 and February 2014. Students came from 17 institutions, public and private, universities and polytechnics, across the country. Differences in student perceptions were analysed by higher education sector, study level and gender through descriptive statistics. Findings The majority of surveyed students, across sectors, study level and gender, assessed as negative the impact of the implementation of the Bologna reforms on the employability of the first degree. This had implications for students’ intended choices on graduation, as the majority consider enroling in a master degree (except for polytechnic students). Additionally, a large proportion of students felt unprepared to enter the labour market after the first degree. Research limitations/implications The size and distribution of the sample pose limitations for the generalisation of results to the student population. Practical implications The finding suggest that enrolments in master degrees are likely to keep rising, a valuable piece of information for institutions and policy-makers responsible for regulating higher education in Portugal. Originality/value Opinions about the value of the first degree have generally been based on qualitative research or anecdotal evidence. This study brings a quantitative perspective on the first degree’s value for different groups of students.

A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends?

2019 ◽  
Vol 27 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Hussein Haruna ◽  
Xiuhan Li ◽  
Yin Zhang ◽  
Samuel Kai Wah Chu
Keyword(s):  
Empirical Evidence ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Classroom Research ◽  
Future Research ◽  
Learning Skills ◽  
Classroom Implementation ◽  
Content Type ◽  
The Impact ◽  
Positive Impacts

Purpose Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this concept. Therefore, to respond to this issue, this study aims to review and analyze the trends and contents of flipped classroom research based on 48 studies recently published in 2017 and 2018. The analysis was based on flipped classroom impacts from various fields. Design/methodology/approach A systematic literature review and content analysis were used as a methodology to investigate positive impacts and challenges of flipped classroom implementation. Findings The results of the analysis were interpreted using descriptive analysis. Analysis of the impact revealed that the flipped classroom yielded positive impacts on students’ learning activities such as academic performance, learning motivation and/or engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructors is a lack of students’ motivation to watch the pre-recorded video lectures or to study the contents outside of the class time. Practical implications Several issues in this discussion become implications that can be taken into consideration for future research. The findings suggest that the flipped classroom concept might be effective in promoting the twenty-first century learning skills. Originality/value While highlighting the limitations of an ineffective flipped classroom implementation, this study proposes further recommendations for future research.

scholarly journals Flipping the Introductory American Politics Class: Student Perceptions of the Flipped Classroom

2015 ◽  
Vol 48 (04) ◽  
pp. 607-611 ◽  
Author(s):  
Shannon Jenkins
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Student Perceptions ◽  
American Politics ◽  
Flipped Classroom ◽  
Emerging Technologies ◽  
Assessment And Evaluation ◽  
Better Than

ABSTRACTMuch attention has been centered on the use of emerging technologies in higher education, including flipped classes. However, widespread admiration for and adoption of these innovations seems to be occurring at a much faster pace than the assessment and evaluation of them. Questions about student performance in and perception of flipped classes remain unanswered, so more research is needed. This study examines student perceptions of a partially flipped Introduction to American Politics course. In general, the results indicate that students preferred the partially flipped format, although (1) it is not clear that students would prefer a fully flipped course, and (2) some aspects of the flipped format worked better than others.

The impact of flipped classroom in MBA’s evaluation

2017 ◽  
Vol 59 (9) ◽  
pp. 914-928 ◽  
Author(s):  
Isabel Scafuto ◽  
Fernando Serra ◽  
Eduardo Mangini ◽  
Emerson Antonio Maccari ◽  
Roberto Ruas
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Perceived Quality ◽  
Content Type ◽  
Mba Students ◽  
The Impact ◽  
Linear Regressions ◽  
Structured Questionnaire

Purpose The purpose of this paper is to evaluate the perceived quality of the service environment, regarding the use of the flipped classroom, through a survey of MBA students. Design/methodology/approach Four hypotheses were developed from the literature in marketing and quality services in higher education. The hypotheses were tested using linear regressions. The data were collected using a structured questionnaire. The sample had 981 effective responses. Findings The results of the statistical analysis show that the evaluation of the perceived quality of the educator and course are positively affected by the use of the flipped classroom. Research limitations/implications Only one higher education organisation was studied. The variables analysed have no mediation and moderation, which is a suggestion for future studies. Originality/value This paper contributes to studies of higher education services and quality, as it shows the influence of the process on the educator. In higher education, the educator is usually considered independent, having a strong influence on perceived quality. The study contributes to the theme by showing the flipped classroom as an effective teaching strategy that requires further empirical study.

A conceptual model of flipped classroom adoption in medical higher education

2020 ◽  
Vol 17 (4) ◽  
pp. 393-401
Author(s):  
Mohammadhiwa Abdekhoda ◽  
Elham Maserat ◽  
Fatemeh Ranjbaran
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Conceptual Model ◽  
Student Performance ◽  
Flipped Classroom ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Sample Population ◽  
Successful Implementation ◽  
Content Type

Purpose Flipped classroom (FC) is a potential approach that encourages active learning and enhances student performance while reducing the failure rate in education. This study was carried out to present the conceptual model of FC adoption by students in higher education. Design/methodology/approach This was a cross-sectional study in which 110 medical students from Tabriz University of Medical Sciences, Tabriz, Iran, were selected by convenience sampling methods as the sample population. An extended technology acceptance model (TAM) was applied to determine the students’ intention concerning the FC adoption. A research-based questionnaire, the validity and reliability of which have been approved, was used as the data collection instrument. The data was analyzed by SPSS v16, IBM. Correlation and regression methods have been used in the empirical study. Finally, the authorized model was presented. Findings The data show that subjective norms and perceived enjoyment have a direct and significant effect on perceived usefulness of the FC approach (ß = 0.32, P-value < 0.05), (ß = 0.7, P-value < 0.01). Also, we found that perceived usefulness (ß = 0.67, P-value < 0.01), perceived ease of use (ß = 0.51, P-value < 0.01) and self-efficacy (ß = 0.43, P-value < 0.01) have a direct and significant effect on FC adoption. Practical implications This study extended TAM and presented a validity model to elucidate student’s behavior concerning FC acceptance. Also, in this study, five determinant factors that affect successful adoption of FC have been clearly identified. The authors found that the new approach of learning such as FC should be an effective, attractive and enjoyable method. Originality/value The findings of this study should be considered when successful implementation of FC is in progress.

Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Roberto Reinoso ◽  
Jaime Delgado-Iglesias ◽  
Itziar Fernández
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Bachelor's Degree ◽  
Traditional Teaching ◽  
Content Type ◽  
Academic Year

Purpose The purpose of this paper is to analyse student performance and perceptions when a flipped classroom setting is used, in comparison with the traditional model. Design/methodology/approach The inverted learning model or “flipped classroom” is a pedagogical approach that attempts to reverse the traditional teaching and learning process, making the student the protagonist of their own learning, and is characterised by the theoretical contents being taught “outside the classroom”, allowing students to spend more class time carrying out other types of more practical activities that encourage much more active learning, such as enquiry exercises, problem solving, collaborative projects and so on. The study was conducted on a biology course of the Primary Education Bachelor’s Degree during the 2017/2018 academic year (n = 240). Findings The results revealed that better learning outcomes were achieved by students when the flipped classroom methodology was proposed. It has also been found that student perceptions of the teaching approach were more positive when the flipped model was followed. The flipped classroom methodology also seems to foster student participation and motivation more effectively than traditional teaching formats, mainly because the active learning activities that are carried out in this new educative approach manage to involve the students in their own learning processes. Originality/value Despite the enhanced popularity of flipped classroom research in multiple educational contexts and the growing number of studies published in recent years, there is little empirical evidence regarding the effect of the flipped classroom on learning outcomes and satisfaction in pre-service teachers.

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