The flipped classroom: A learning model to increase student engagement not academic achievement
By Masha Smallhorn. 2017
122 citations recorded by the source corpus.
A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.
Subfields: Computer Science Applications, Education
View Paper: https://www.semanticscholar.org/paper/494abd2fd25b3529da81a48bda9960349bce13fb
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In Computer Science Applications
In Education
Citations in the corpus
- Reflections on Student Persistence (2017, background): “…form of pedagogies like cooperative and problem-based learning that when properly implemented require students to become engaged and learn together as equal partners as Smallhorn (2017) observes in “The flipped classroom: A learning model to increase student engagement not academic achievement”.”