Flipping Out! A Case Study on How to Flip the Principles of Economics Classroom

Vazquez, Jose J.; Chiang, Eric P.

doi:10.1007/s11294-015-9549-5

Cited by 36 publications

(20 citation statements)

References 11 publications

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“…Additionally, school-based professional development training on the use of learning management systems technology, mobile learning, and video production was organised for faculty to enable them to flip classrooms (Miller, 2016;Lo, 2018). Other scholars also recount their experience using an interactive technology like Clickers (Flynn, 2015;Jungic´ et al, 2015;Vazquez & Chiang, 2015) to coalesce students' responses for online quizzes. Seery (2015) reports that students studying chemistry at the university level were enthusiastic about flipped learning.…”

Section: Teacher Usage Of the Flipped Classroom Instructional Strategymentioning

confidence: 99%

Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers

Yeboah¹,

Ampadu²,

Ahwireng³

et al. 2020

JEL

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This study was designed to examine Ghanaian teachers’ knowledge and usage of the flipped classroom instructional strategy. A survey of 109 teachers who pursued a master’s degree in education during the 2018/2019 academic year was used for the study. The instrument used for collecting data was a structured questionnaire. The result of the study was analysed using descriptive statistics (frequency, percentages) and inferential statistics (T-test). The results established that majority of the teachers acknowledged the importance of student-centred instructional strategy like the flipped classroom approach, however, majority of these teachers were of the view that they have not experienced or been introduced to this instructional strategy. It was, therefore, not surprising that most of the teachers attested to the fact that they are not using the flipped classroom instructional strategy. The results from the study also revealed that there was no significant difference between school type (public and private) and teachers’ knowledge and usage of the flipped classroom instructional strategy. The results from the study attest to the fact that the flipped classroom instructional strategy has not been conceptualised into the Ghanaian classroom. The researchers, therefore, recommend that there is the need for professional development training for teachers on the use of the flipped classroom instructional strategy and sensitisation workshop for students on the use of the flipped classroom instructional strategy and its relevance.

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Section: Teacher Usage Of the Flipped Classroom Instructional Strategymentioning

confidence: 99%

Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers

Yeboah¹,

Ampadu²,

Ahwireng³

et al. 2020

JEL

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“…It is crucial to consider the type of subject in which the flip methodology is to be implemented: is the subject an undergraduate or master's degree; is it a core subject (obligatory for all students) or optional (as a specialty or additional training); how many students are enrolled [13] (because implementing a large group can be difficult, but not impossible); the course and the semester in which it is taught; the time slot scheduled for the classes; whether or not students have easy access to the tools and resources needed to facilitate the development of the methodology; and is the implementation imposed from above or was it a voluntary decision by teachers. In addition, considering that Spanish universities are increasingly incorporating this type of methodology in the curriculum, it is necessary to know if the university offers support (training, manuals, etc.)…”

Section: Contextmentioning

confidence: 99%

“…The lecturer's role as assessor also becomes more difficult because he or she must perform additional monitoring and assessment and offer more formative feedback to students [29]. The lecturer will also have a decisive role in determining what should be taught and what should be studied by students [13]. For this reason, faculty must possess or acquire the knowledge to understand the methodologies and tools that encourage student effort and learning.…”

Section: Facultymentioning

confidence: 99%

“…The most important steps in this direction in recent years have been proposals for the implementation of flip-teaching in universities (e.g. [10], [11], [12], [13], [14], [15], [16]). …”

Section: Introductionmentioning

confidence: 99%

“…[24], [25], [26]) and are proposed as methodologies for future university education (e.g [11], [12], [13], [14], [15], [16], [27]). …”

Section: Introductionmentioning

confidence: 99%

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Paving the Road for Flipped Teaching in Spanish Universities

González-Cruz¹,

Viñoles-Cebolla²,

Ballesteros‐Pérez³

et al. 2017

INTED Proceedings

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Spanish university lecturers have traditionally spent most of their contact time with students explaining theory in the classroom. Once the theoretical contents have been presented, lecturers demonstrate (with little or no student participation) several reinforcing examples and practical exercises. Student involvement only occurs when they are asked to perform a series of tasks and exercises after the lesson and generally outside the classroom.Active learning methodologies have been proven to significantly enhance the teaching-learning process, and fortunately, Spanish universities are increasingly promoting these approaches. Among these active learning methodologies, flip teaching is one of the most frequently adopted teaching strategies.However, the introduction of flip teaching poses challenges and requires a radical change of mentality from lecturers and students. To succeed, participants must abandon former work habits and work on the theoretical concepts outside the classroom, while significantly increasing the degree of interaction inside and outside the classroom. Lecturers must spearhead this process of change, but success can only be achieved with student involvement. This paper shows how flip teaching was implemented in a subject within the MSc in Project Management course at the Universitat Politècnica de València. Emphasis is given to active teaching strategy and the three basic components on which it relies: students, faculty, and the teachinglearning methodology. Results and conclusions extend the discussion and provides some guidelines on facilitating the (necessary) adoption of this and other active learning methodologies in Spanish universities.

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Designing and Evaluating Postgraduate Courses Based on a 5E-Flipped Classroom Model: A Two-Case Mixed-Method Study

Hew

Zhu

2018

Communications in Computer and Information Science

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Flipping Out! A Case Study on How to Flip the Principles of Economics Classroom

Cited by 36 publications

References 11 publications

Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers

Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers

Paving the Road for Flipped Teaching in Spanish Universities

Designing and Evaluating Postgraduate Courses Based on a 5E-Flipped Classroom Model: A Two-Case Mixed-Method Study

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