Implications of Student Satisfaction with Flipped Classroom Design in a Taiwan University

Autor/inn/en	Roberts, Amy; Ching, Gregory S.
Titel	Implications of Student Satisfaction with Flipped Classroom Design in a Taiwan University
Quelle	In: International Journal of Learning Technology, 18 (2023) 1, S.28-43 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8386
DOI	10.1504/IJLT.2023.131310
Schlagwörter	Student Satisfaction; Flipped Classroom; Foreign Countries; Blended Learning; Active Learning; Undergraduate Students; Instructional Design; Technological Literacy; Pedagogical Content Knowledge; College Freshmen; Taiwan + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Ausland; Aktives Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Technisches Wissen; Pädagogische Kompetenz; Studienanfänger
Abstract	The flipped classroom has gained widespread popularity as a form of blended learning. In this form, students engage in active learning in the classroom while completing their readings at home. The article presents the results of a longitudinal mixed-methods study on student satisfaction in a flipped classroom undergraduate course at a Taiwanese university. The purpose of this study was to examine student satisfaction over the course of seven years, and to explore implications that contribute to contemporary discourse for educators engaged with and committed to the flipped classroom model. A total of 390 freshmen took part in an 18-week flipped Foundation of Education course conducted in English. Student perceptions were generally positive, though a significant minority had some negative views. Accordingly, the design may not be appropriate for all learners. It is recommended that all components of the course be balanced using the TPACK model. (As Provided).
Anmerkungen	Inderscience Publishers. World Trade Centre Building II 29 route de Pre-Bois Case Postale 856 CH-1215, Geneva 15, Switzerland. e-mail: editor@inderscience.com; Web site: https://www.inderscience.com/jhome.php?jcode=ijlc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01