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  • Flipped classroom experiences: student preferences and flip strategy in a higher education context

    Author(s)
    McNally, Brenton
    Chipperfield, Janine
    Dorsett, Pat
    Del Fabbro, Letitia
    Frommolt, Valda
    Goetz, Sandra
    Lewohl, Joanne
    Molineux, Matthew
    Pearson, Andrew
    Reddan, Gregory
    Roiko, Anne
    Rung, Andrea
    Griffith University Author(s)
    Roiko, Anne H.
    Lewohl, Joanne M.
    Frommolt, Valda J.
    Pearson, Andrew G.
    Del Fabbro, Letitia A.
    Molineux, Matthew
    Year published
    2017
    Metadata
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    Abstract
    Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61 % female) participating in flipped teaching environments and ten convenors of the flipped courses in which the student sample was enrolled. Results suggest that higher education students can be differentiated based on their preferences for elements of a flipped classroom, resulting in two clusters of students: those who embrace most aspects of a flipped classroom environment as well as ...
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    Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61 % female) participating in flipped teaching environments and ten convenors of the flipped courses in which the student sample was enrolled. Results suggest that higher education students can be differentiated based on their preferences for elements of a flipped classroom, resulting in two clusters of students: those who embrace most aspects of a flipped classroom environment as well as prefer it (labelled “Flip endorsers”) and those who are close to neutral on some elements of a flipped classroom environment but who especially do not endorse the pre-learning aspects (labelled “Flip resisters”). Flip endorsers were found to have more positive attitudes towards the course activities (both pre-class and in-class) and to have felt more involved and engaged in the content. These findings shed some light on the types of students who might prefer flipped classrooms, but more importantly identify those who are likely to resist a change to a flipped classroom environment. The findings also suggest that although students may find the flipped classroom more difficult, student outcomes and active participation in class activities do improve when course convenors (a) use a theoretical perspective to inform their flipped teaching strategy, (b) integrate assessment into the design of their flipped classroom, and (c) flip the entire course.
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    Journal Title
    Higher Education
    DOI
    https://doi.org/10.1007/s10734-016-0014-z
    Subject
    Education systems
    Education systems not elsewhere classified
    Curriculum and pedagogy
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/142419
    Collection
    • Journal articles

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