An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study

Autor/inn/en	Kim, Minkyoung; Jung, Eulho; de Siqueira, Amaury; Huber, Lesa
Titel	An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study
Quelle	In: International Journal of E-Learning & Distance Education, 31 (2016) 2, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2292-8588
Schlagwörter	Blended Learning; Teaching Methods; Instructional Effectiveness; Case Studies; Learning Activities; Student Centered Learning; Mixed Methods Research; Problem Based Learning; Instructional Design; Active Learning; Cooperative Learning; Graduate Students; Interrater Reliability; Student Surveys; Likert Scales; Semi Structured Interviews; Learning Laboratories; Student Educational Objectives; Multiple Regression Analysis; Observation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Case study; Fallstudie; Case Study; Lernaktivität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problem-based learning; Problemorientiertes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Aktives Lernen; Kooperatives Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interrater-Reliabilität; Schülerbefragung; Likert-Skala; Lernstation; Beobachtung
Abstract	The flipped classroom is being increasingly used in a wide range of instructional situations, yet little is known about how to facilitate it. The purpose of this study is to explore what types of learning activities in a flipped classroom are perceived to be the most effective in the achievement of desired course competencies. This case study specifically focused on the classroom lab sessions--the student-centered classroom--rather than online self-learning modules. Employing a case study using a mixed method approach, this research identifies effective pedagogy in facilitating a flipped classroom. Merrill's (2002) first principles of instruction were used as a research framework. While results show that students engaged in learning activities of demonstration and application, they were barely exposed to higher-order learning activities. That leads to the conclusion that implementing problem-centered instructional activities, accompanied by desirable challenges, is highly advisable to foster deep engagement. Implications and future directions are discussed. [Note: The volume number (32) displayed on the PDF is incorrect. The correct volume number is v31.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01