Student Perceptions of Learning and Engagement in a Flipped Versus Lecture Course

2019 ◽  
Vol 82 (3) ◽  
pp. 357-369 ◽  
Author(s):  
Benjamin Garner ◽  
Mark Chan
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Student Outcomes ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Business Communication ◽  
Higher Learning ◽  
Traditional Lecture ◽  
Communication Course ◽  
Written Assignments

Current literature suggests that students have equal or higher learning outcomes in a “flipped” classroom compared with a traditional lecture. However, there are few robust analyses of the flipped-class teaching method. This research uses a yearlong, quasiexperimental study across six sections of a business communication course to track student outcomes and perceptions of student engagement and learning. The results indicate that there were no significant differences between flipped and traditional classes across the learning and engagement variables in how students perceived these different conditions. However, the flipped condition produced better outcomes for oral and written assignments.

scholarly journals Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

2017 ◽  
Vol 81 (4) ◽  
pp. 70 ◽  
Author(s):  
H. Glenn Anderson ◽  
Lisa Frazier ◽  
Stephanie L. Anderson ◽  
Robert Stanton ◽  
Chris Gillette ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Flipped Classroom ◽  
Traditional Lecture

scholarly journals Innovative Flipped Classroom Approach for TESL Subjects: From Students’ Perspective

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Chu Shean Yin ◽  
Masdinah Alauyah Md. Yusof
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Research Question ◽  
Thinking Skills ◽  
Higher Learning ◽  
Traditional Learning ◽  
Higher Order Thinking Skills ◽  
Interview Guide ◽  
Learning Institutions ◽  
The Given

The importance of active learning and higher order thinking skills among students at higher learning institutions have steered lecturers to employ the flipped classroom approach in their classes. The move is hoped to assist students to become active recipients of knowledge and break away from the traditional learning method where knowledge is only imparted by lecturers. A study was conducted to investigate: (1) the TESL students’ ability to research and present their findings related to a teaching method via group posters when the flipped classroom approach is utilized in their Methodology in TESL 1 subject, and (2) their views on the feasibility of using flipped classroom approach for other TESL subjects. This study had adopted the mixed method approach in which an interview guide was used to address the first research question and a questionnaire was used to address the second research question. From the interview, it is found that majority of the TESL students had managed to research the teaching method assigned to them, had understood what they were reading, and were able to present the teaching method in the form of a poster. From the questionnaire data, it was found that majority of the TESL students agreed the flipped classroom approach can be implemented for other TESL subjects although a few of them felt that it might only be suitable for certain topics or subtopics as they were afraid of inaccurate knowledge being transferred if there is no proper guidance from the lecturer. Nevertheless, for this study, it can be concluded that the flipped classroom approach had enhanced the students’ understanding of the given topic, and it is feasible for other TESL subjects.

scholarly journals Qualitative investigation of the flipped classroom teaching approach as an alternative to the traditional lecture

2020 ◽  
pp. 142-150
Author(s):  
MONA ALMANASEF ◽  
DALIA ALMAGHASLAH ◽  
JANE PORTLOCK ◽  
ANGEL CHATER
Keyword(s):  
Focus Groups ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Teaching Approach ◽  
Inductive Method ◽  
Classroom Teaching ◽  
Traditional Lecture ◽  
The United Kingdom ◽  
The Right

Objectives: The study’s objective was to determine students’ perception of the traditional lecture and other methods of teaching and learning the students had already experienced, and to determine students’ expectations and attitude towards the flipped classroom teaching method. Methods: Two focus groups were conducted with 11 undergraduate pharmacy students in two pharmacy schools in the United Kingdom. Focus groups discussions were audio-recorded, then transcribed verbatim and analysed thematically using the inductive method. Results: Six key themes were identified: 1) teacher characteristics and competence; 2) having the right tools to learn; 3) learning can be emotional; 4) group work: what is in it for me?; 5) scaffold the delivery of teaching; and 6) to prepare or not to prepare. Conclusion: The flipped classroom teaching approach was thought to tackle perceived limitations of the traditional lecture including limited student engagement and the inappropriate pace of instructions. It was also deemed to help students understand the taught subject and prepare for summative assessment.

Including the Student Voice: Experiences and Learning Outcomes of a Flipped Communication Course

2019 ◽  
Vol 82 (3) ◽  
pp. 337-356 ◽  
Author(s):  
Helena Kantanen ◽  
Jonna Koponen ◽  
Erkko Sointu ◽  
Teemu Valtonen
Keyword(s):  
Learning Outcomes ◽  
Student Voice ◽  
Flipped Classroom ◽  
Business Students ◽  
Learning Experiences ◽  
Workplace Communication ◽  
Marketing Communication ◽  
Comprehensive Model ◽  
Communication Course ◽  
Mixed Methods Approach

In this article, we present a study focusing on the learning experiences of business students in an organizational and marketing communication course. The pedagogical approaches of a flipped classroom, collaborative inquiry, and communication in the disciplines guided the planning of the course. A mixed-methods approach was used. The key findings include positive student evaluations of the pedagogies utilized. Moreover, a wide variety of learning outcomes was reported, particularly in the fields of crisis communication and workplace communication. The pedagogies utilized enabled a comprehensive model for teaching communication and contributed to relevant learning experiences and skill development for the 21st century.

Competing Values Framework as Decoding Tool: Signature Pedagogy in Teaching Business Communication

2021 ◽  
Vol 84 (1) ◽  
pp. 60-84
Author(s):  
Hoi-Yi Katy Kan ◽  
Norhayati Ismail
Keyword(s):  
Course Design ◽  
Business Communication ◽  
Higher Learning ◽  
Competing Values Framework ◽  
Competing Values ◽  
Pedagogical Approach ◽  
Communication Course ◽  
Signature Pedagogy ◽  
Teaching Business ◽  
Robust Framework

This article explicates the operationalization of a theoretically robust framework in the teaching of business communication at an institute of higher learning. This article reimagines the design of a business communication course that focuses on the coalescence of both decoding and encoding processes of messages as a unified pedagogical approach in teaching business communication. This approach is in contrast with more conventional approaches in designing communication courses, which tend to prioritize one process over the other. Participants in the study acknowledged the instrumentality in the course design in promoting communicative values with real-world impact.

Performance of underprepared students in traditional versus animation-based flipped-classroom settings

2017 ◽  
Vol 18 (4) ◽  
pp. 841-848 ◽  
Author(s):  
R. Ma. Gregorius
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Underprepared Students ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Lecture ◽  
First Year College ◽  
First Year College Students ◽  
Traditional Setting

Student performance in a flipped classroom with an animation-based content knowledge development system for the bottom third of the incoming first year college students was compared to that in a traditional lecture-based teaching method. 52% of these students withdrew from the traditionally taught General Chemistry course, compared to 22% in a similar course taught in a flipped classroom teaching method. Of the students who persisted in the course and obtained a grade, there was an increase in A's and B's as well as an increase in D's and F's for students taught in a flipped classroom teaching method when compared to those in the traditional setting. When the course that was initially taught in a flipped classroom method reverted to a traditional teaching method, students in that course generally performed worse than students who were in a traditionally taught course all throughout.

scholarly journals Flipping pharmacoepidemiology classes in a Saudi Doctor of Pharmacy program

2020 ◽  
Vol 19 (4) ◽  
pp. 865-872
Author(s):  
Mona Almanasef ◽  
Abdulrhman Alsayari ◽  
Dalia Almaghaslah ◽  
Fahad Alahmari ◽  
Geetha Kandasamy ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Student Perception ◽  
Course Evaluation ◽  
Pharmacy Education ◽  
First Semester ◽  
Student Course Evaluation ◽  
The Impact

Purpose: To examine student perceptions towards the flipped classroom approach and its impact on their learning and their course evaluation  when compared to the traditional classroom method.Methods: Five classes of the pharmacoepidemiology course were delivered using the flipped classroom approach. Student perception towards the flipped teaching method was measured using a satisfaction survey. Measuring the impact of the flipped classroom on student learning and the  student course evaluation was achieved by comparing the midterm grades and the results of the standard endof- course evaluations with the previous semester's cohort.Results: Students’ perceptions of the flipped classroom were mostly favourable. The course and its various components were viewed more favourably in the second semester than in the first semester. Statistically significant improvements were observed in the perception of the topics covered in the course (p = 0.045), fairness of the grade assessment (p = 0.004), and perception of course feedback (p = 0.021). No statistical  difference was noted between the midterm examination scores of the first semester cohort (24.53 ± 3.80) and the second semester cohort (25.15 ± 3.00); [t (22.54) = 0.53, p =0.3].Conclusion: This study demonstrates that using the flipped classroom approach for teaching pharmacoepidemiology can improve student satisfaction, as well as maintain their academic performance. Keywords: Flipped classroom, Pharmacy education, Blended learning

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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