Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education

Autor/in	Yilmaz, Gamze
Titel	Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education
Quelle	In: Journal of Communication Pedagogy, 7 (2023), S.3-19 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yilmaz, Gamze)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2640-4524
Schlagwörter	Flipped Classroom; Student Attitudes; Academic Achievement; Communications; Student Motivation; Program Effectiveness; Undergraduate Students; Creative Thinking; Authentic Learning; Individualized Instruction; Pacing + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Schülerverhalten; Schulleistung; Nachrichtenwesen; Schulische Motivation; Kreatives Denken; Individualisierender Unterricht; Lerntempo
Abstract	As students try to make sense of their college experience and the value of attaining a degree post-pandemic, educators are grappling with finding new methods to re-engage students in the classroom using a range of modalities. This case study explored student reactions to flipped classroom learning experiences, and possible relationship between the flipped classroom technique and academic performance in communication education. As a student-centric pedagogical method, the flipped classroom can offer a promising remedy for student disengagement, and the findings of this study provide supporting evidence for this conclusion. Students characterized flipped classroom as a very favorable learning experience as it (1) motivated and engaged them in the course, (2) encouraged them to make creative connections across course topics, (3) provided a self-paced, flexible learning environment, and (4) facilitated an authentic experience with the course material for deeper learning. Additionally, the quantitative analysis suggested that flipped classroom may have connections to students' academic performance in a human communication and technology course. The findings are discussed within the framework of engagement theory, and pedagogical implications are advanced for future practices of flipped classroom within communication pedagogy, particularly as a tool to address increasing student disengagement after the COVID-19 pandemic. (As Provided).
Anmerkungen	Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01