Current problems with the prerequisites for flipped classroom teaching---a case study in a university in Northwest China

Abstract

With the rapid advancement of IT, more and more attempts have been made to incorporate this modern technology into education. Of the newest teaching and learning devices and approaches, the use of microlectures and the idea of flipped classroom model(known as FCM) have caught the attention of many teachers. While the new teaching device and the innovative teaching approach succeed in some teachers' classes, they are doomed to failure in others' for this new approach involves prerequisites of which many teachers might not be fully aware of before their teaching practice, the lack of which might become barriers. This paper presents a post hoc analysis of a failed case with FCM and attempts to discuss, at a macroscopic level, problems with preconditions for FCM that currently exist, in the hope that teachers who are making an attempt at FCM can be aware of these problems and thus would make better preparation for it so as not to repeat the failure should they conduct FCM in their teaching. As are revealed by a detailed analysis of the reasons and a further deliberation on the failure with regard to a successful case, students' inadaptability to unmonitored e-learning, teachers' inadequate knowledge of computer science and information technology, the lack of a desirable communication platform and restrictive syllabuses may all hinder the smooth application of FCM, among which, the lack of a desirable communication platform and teachers' lack of adequate knowledge of computer science and information technology have become a bottleneck in the application of FCM.

Flip & Pair – a strategy to augment a blended course with active-learning components: effects on engagement and learning

“…From the log data report as obtained from LAView analytics, we inferred a poor engagement of students in the flipped activities during the first few weeks of implementation, though we orchestrated them with learner-centric activities. This observation is in accordance with the case study reported by Li, 2018(Li, 2018, which highlights the possible reasons as (i) student's inadaptability to the e-learning platform, (ii) instructional design or (iii) teacher's inadequate knowledge of the prerequisite practice required. In the present study, integrating a learner-centric pedagogy, the F&P research design within the BL course is a first attempt the instructor has made for an undergraduate engineering physics course.…”

Studying Learner’s Perception of Attaining Graduate Attributes in Capstone Project Units Using Online Flipped Classroom

“…Similar to the other two dimensions, student responses are overwhelmingly positive that flipped learning helps develop their professional skills and teamwork, with 50% or more strongly agree across all items. This is consistent with how flipped learning is effective in capstone projects [7]. Conversely, only 2% of respondents strongly disagree with flipped learning failing to improve their ability to work as a team member (P3), while only 1% strongly disagree with other items (P1, P2, and P3).…”

“…Recent advances in computing saw the use of online learning in conjunction with flipped learning [6] with some advantages and disadvantages. The disadvantages, being the lack of readiness or preparedness of the students in flipped classes, are well discussed in [7]. The perception of the students on flipped learning is also studied in [8].…”

B-Learning and Technology: Enablers for University Education Resilience. An Experience Case under COVID-19 in Spain

“…We embrace this perspective, and in its deployment, we undertook a b-methodology based on FT aimed at averting situations pointed out by some researchers as drawbacks of FT related to students' involvement [41,[67][68][69] or lecturers' preparation [41,42,73,74].…”