Building Collaboration in the Flipped Classroom: A Case Study

Autor/in	Gomez-Lanier, Lilia
Titel	Building Collaboration in the Flipped Classroom: A Case Study
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 12 (2018) 2, Artikel 7 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Blended Learning; Cooperative Learning; Critical Thinking; Time Management; Productivity; Outcomes of Education; Interior Design; Teaching Methods; Nutrition Instruction; Course Descriptions; Food; Pilot Projects; Student Attitudes; Lecture Method; Student Projects; Active Learning; Undergraduate Students; Conventional Instruction; Comparative Analysis + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Kritisches Denken; Zeitmanagement; Produktivität; Lernleistung; Schulerfolg; Raumgestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Nutrition education; Ernährungserziehung; Kursstrukturplan; Lebensmittel; Pilot project; Modellversuch; Pilotprojekt; Schülerverhalten; Schulprojekt; Aktives Lernen
Abstract	The flipped classroom pedagogy offers opportunities for students by having the majority of class time spent on discussions and group work that enable students to take risks and make mistakes while gaining experience in collaboration and expertise in content. This research study explores students' perceptions of whether student collaboration in a flipped classroom affects learning outcomes, such as critical thinking, time management, and productivity. The mix methods research study involved an interior design history course and a food nutrition course that were adapted in the fall of 2016 to be flipped classroom pilots. Both courses divided the semester into two instructions--flipped classroom and the prevailing traditional lecture format. An online 22 question survey was completed at the beginning and end of the semester that provided quantitative and qualitative data on student perceptions. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01