Implementation of the Flipped Classroom Approach for Promoting College Students' Deeper Learning

Autor/inn/en	Shen, Dandan; Chang, Chiung-Sui
Titel	Implementation of the Flipped Classroom Approach for Promoting College Students' Deeper Learning
Quelle	In: Educational Technology Research and Development, 71 (2023) 3, S.1323-1347 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Chiung-Sui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10186-4
Schlagwörter	College Students; Flipped Classroom; Control Groups; Conventional Instruction; Learning; Learning Processes; Program Implementation; Instructional Effectiveness; Learning Strategies; Learner Engagement; Learning Experience; Educational Strategies + Suchen Sie Ihr Suchwort? Collegestudent; Flipped classrooms; Flip teaching; Inverted teaching; Lernen; Learning process; Lernprozess; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernerfahrung; Lehrstrategie
Abstract	The emergence of advanced information technology has revolutionized education and accentuated the demand for high-quality learning. However, many teachers fall short of using technology effectively and optimizing instructional design to promote deeper learning. To address this issue, this study proposes a four-element flipped learning model, which employs the Rain Classroom platform to facilitate a deeper learning environment for the development of students' deeper learning competencies. A total of 102 college students enrolled in the Introductory Educational Technology course participated in this study. Over 16 weeks, the experimental group students (n = 52) were exposed to the flipped learning approach for deeper learning while the control group students (n = 50) studied under the traditional teaching model. At the end of the course, the effects of the flipped classroom on deeper learning were examined. The results revealed that the flipped classroom students exhibited higher levels of deeper learning (d = 0.64) and perceived deeper learning competencies (d = 0.50-0.62) than their traditional classroom counterparts. In addition, the four elements were found to be predictive of students' deeper learning competencies in the cognitive (R[superscript 2] = 0.63), interpersonal (R[superscript 2] = 0.51), and intrapersonal (R[superscript 2] = 0.58) domains. Implications and recommendations for promoting college students' deeper learning are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01