Flipping the sociology classroom: Towards a practice of online pedagogy

Abstract

Profound changes are under way in university learning and teaching. Online education is taking hold as never before, catalysed in no small part by the advent of Massive Open Online Courses (MOOCs), free university units offered online to anyone with an internet connection. MOOCs appear to be intensifying the trend towards 'flipping' the classroom, which involves students engaging with course materials online -usually short videos and readings -then coming to classes constructed as workshops or symposia in which they are invited to practically apply their new knowledge in a variety of ways. This article reports on the ways in which MOOCs have allowed us to critically re-examine pedagogy and practice in the sociology classroom and to test our own assumptions regarding effective pedagogy via an action research project interrogating student reception of a flipped sociology class. Based on preliminary surveys, participant observation and formal interviews gauging student perceptions and initial reception to this particular class, the research reported here offers important correctives to debates that are usually based more on supposition than empirical evidence.

An Innovative Learning Model in Digital Age: Flipped Classroom

“…With all these gains, flipped classroom model contributes to an increase in students' academic achievement and performance (Alvarez, 2012;Forsey et al, 2013;Fulton, 2012b;Hamdan et al, 2013;Riendeau, 2012). flipped classroom model practices are very crucial in terms of including metacognitive activities that increase students' performance and academic achievement since students internalize concepts, gain critical thinking skills, and monitor their developments in terms of learning outcomes through flipped classroom model applications (Berrett, 2012;Gojak, 2012).…”

Speilvendte klasserom kan bidra til bedre akademiske prestasjoner i høyere økonomisk utdanning

“…Men vi var oppmerksom på denne fallgruven, og la vekt på å designe oppgaver som gjenspeilet innholdet i pensum på en representativ måte («curriculum-teaching») (ibid.). Men vi kan ikke utelukke at resultatforbedringene var påvirket av «Hawthorne effekter» -det vil si at enhver pedagogisk intervensjon kan bidra til større produktivitet og/eller tilfredshet hos studentene (Forsey et al, 2013). Til slutt er dette en casestudie med de begrensninger dette har for funnenes generaliserbarhet (Yin, 2013).…”

The Influence of Learning Management Technology to Student’s Learning Outcome

“…It is a pedagogical approach in which the learning is more student-centered rather than teacher-centered (Reyna, 2015). Within the concept of flipped classroom, learning that ordinarily performed at school could be done by students at home individually, while the homework to be finished at school (Bergmann & Sams, 2012). According to Johnson (2013), the flipped classroom is a way that enables teachers to minimize the direct instructions while maximizing the direct interaction each other.…”

“…Coined by Jonathan Bergmann (Bergmann & Sams, 2012), the teaching method facilitates students to invert their learning time at school and time doing their homework at home. Despite the idea was suggested less than a decade ago, reports on the success stories and achievements flooded the educational publications in various field of studies (Basal, 2015;Pierce & Fox, 2012;Schultz, Duffield, Rasmussen, & Wageman, 2014).…”