Enhancing Student Engagement Using the Flipped Classroom

Gilboy, Mary Beth; Heinerichs, Scott; Pazzaglia, Gina

doi:10.1016/j.jneb.2014.08.008

Cited by 786 publications

(685 citation statements)

References 14 publications

Supporting

Mentioning

504

Contrasting

Unclassified

Order By: Relevance

“…Since then, several studies in the field of health sciences have obtained positive results regarding the use of this methodology in the classroom (e.g. Domínguez et al, 2015;Gilboy et al, 2015;McLaughlin et al, 2014;Missildine et al, 2013;Morton & Colbert-Getz, 2016;Street et al, 2015). In the field of psychology, in particular, a study was conducted with first year undergraduate students in a Social Psychology course (based on traditional methodology) and in a Clinical Psychology course (based on the flipped classroom) consecutively.…”

Section: Introductionmentioning

confidence: 99%

Transforming a class from the Psychology degree into a <em>flipped classroom</em>

Miragall

García‐Soriano

2016

@tic

View full text Add to dashboard Cite

ResumenLa flipped classroom es una metodología docente que trata de modificar la dinámica de la clase tradicional, en la que el alumnado estudia la materia antes de asistir a clase (fundamentalmente mediante Tecnologías de la Información y Comunicación), y el tiempo en el aula se emplea para clarificar contenidos y realizar actividades significativas, con el apoyo continuado del profesorado. Estudios recientes muestran que se han obtenido resultados positivos respecto a la utilización de esta metodología. Sin embargo, la implantación de esta metodología en el grado en Psicología es escasa. Por ello, el objetivo de este trabajo fue aplicar la metodología flipped classroom en un tema de la asignatura Psicopatología, y comparar su efectividad con una clase tradicional. Participaron 87 alumnos/as (M = 23.02; DT = 7.88 años, 73.1% mujeres) del grado en Psicología de la Universitat de València. En la condición flipped classroom (n = 47), la exposición de la materia se realizaba a través de un vídeo que el alumnado visualizaba en casa, y en el aula se evaluaban y clarificaban contenidos (mediante la plataforma Kahoot!), y se realizaban actividades significativas en pequeños grupos. En la condición tradicional (n = 40), se impartió una clase magistral, se evaluaron y clarificaron los contenidos a través de la plataforma Kahoot!, y se propuso la realización de las actividades significativas en casa. El alumnado de cada condición evaluó el interés, utilidad y dificultad de cada uno de los componentes de las metodologías en una encuesta tipo Likert, que además contenía dos preguntas abiertas. Asimismo, se evaluó el nivel de conocimientos adquiridos, tanto a través de la plataforma Kahoot! como del examen final de la asignatura. No se observaron diferencias significativas entre ambas condiciones respecto a los contenidos adquiridos evaluados a través del examen de la asignatura. Sin embargo, la realización de las actividades en grupo y en el aula, junto con la presencia del profesorado durante la realización de las mismas, disminuyeron la dificultad percibida, y se observaron comentarios positivos por parte del alumnado respecto a la metodología flipped classroom.Palabras clave: Flipped Classroom; Metodología docente; Tecnologías de la Información y la Comunicación; Psicopatología. ResumLa flipped classroom és una metodologia docent que tracta de modificar la dinàmica de la classe tradicional, en la que l'alumnat estudia la matèria abans d'assistir a classe (fonamentalment per mitjà de les Tecnologies de la Informació i Comunicació), i el temps en l'aula s'empra per a aclarir continguts i realitzar activitats significatives, amb el suport continuat del professorat. Estudis recents mostren que s'han obtingut resultats positius respecte a la utilització d'aquesta metodologia. No obstant això, la implantació d'aquesta metodologia en el grau en Psicologia és escassa. Per això, l'objectiu d'aquest treball va ser aplicar la metodologia flipped classroom a un tema de l'assignatura Psicopatologia, i comparar la seua efectivitat amb...

show abstract

Section: Introductionmentioning

confidence: 99%

Transforming a class from the Psychology degree into a <em>flipped classroom</em>

Miragall

García‐Soriano

2016

@tic

View full text Add to dashboard Cite

show abstract

“…Some authors found that students in the flipped classroom scored significantly higher than students in the traditional classroom ( [7], [9], [11]). The flipped classroom calls for students to learn by themselves at home using all the available and diverse learning resources, therefore basic course content is given outside of class which allows students to study the material and apply the concepts to several settings and enthusiastically participate in class for effective classroom discussions ( [12], [13], [14]). In a flipped model, the first step in knowledge transfer process can be readily accomplished by the individual student out of the classroom, and thereby leaves class time to focus on more in-depth and complex learning and skill sets [15].…”

Section: Literature Reviewmentioning

confidence: 99%

Flipping a Financial Mathematics Course in a Higher Education Institution (Hei)

Soares¹

2016

ICERI2016 Proceedings

View full text Add to dashboard Cite

In the past few years, a new model for organizing the educational process in Higher Educational Institutions (HEI) arose and has been attracting the attention of many researchers and educators all over the world. This model, called "Flipped Classroom" or "Inverted Classroom", is a pedagogical inversion of the traditional teaching paradigm: the main actions of the teaching and learning process that are used in classroom are now prepared by students previously before coming to class. As a result, when students come into class they already know what is the main issue and more important problems that will be under scope. Classroom is used to work on problems, advanced concepts, and engage in collaborative learning. This implies a much more active role for students and a more challenging mission for lecturers.The purpose of this paper is to present a Financial Mathematics Course in Polytechnic of Porto (P. Porto) that is using flipped classroom model as a pedagogical strategy. Moreover, it relates such strategy with active learning practices and discusses its effectiveness, investigating how the flipping affects student's achievement and engagement in this course.

show abstract

“…Lage et al (2000) have provided one very broad definition by Binverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa^(p.32). A flipped classroom approach combines principles from behaviourism and constructivism as it aims to enhance the teaching and learning process with the use of technology, allowing for students to interact with teachers, peers and learning material in and out of lecture time (Gilboy et al 2014). Specifically, through this process the students' and teachers' roles have changed by allowing a. students to actively participate in their learning process by developing their autonomy and independence and b. teachers to act as facilitators by promoting discussions between students, clarifying students' misconceptions and guiding students to obtain their own knowledge (Sohrabi and Iraj 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Many researchers have studied the way in which a flipped classroom approach could be integrated into Higher Education for different disciplines (O'Flaherty and Phillips 2015; Betihavas et al 2016) and many of them have compared traditional and flipped classroom approaches (Marcey and Brint 2012;Tune et al 2013;Baepler et al 2014;Gilboy et al 2014;Hotle and Garrow 2016;Limniou et al 2015;Peterson 2013;Blair et al 2016). For example, they have found that through a flipped classroom approach students have a more efficient and autonomous interaction with learning material thus increasing students' collaboration with their peers in the classroom and increasing students' interaction time with their teachers (Enfield 2013;Roach 2014;Wanner and Palmer 2015).…”

Section: Introductionmentioning

confidence: 99%

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

2017

View full text Add to dashboard Cite

The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students' views related to the teachers' contribution to teaching approach, students' HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher's contribution to the flipped classroom approach and their expectation/behaviour toward technology.

show abstract

Enhancing Student Engagement Using the Flipped Classroom

Cited by 786 publications

References 14 publications

Transforming a class from the Psychology degree into a <em>flipped classroom</em>

Transforming a class from the Psychology degree into a <em>flipped classroom</em>

Flipping a Financial Mathematics Course in a Higher Education Institution (Hei)

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

Contact Info

Product

Resources

About