Grounding the flipped classroom approach in the foundations of educational technology

The Flipped Classroom and its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program

“…(p. 45) Tune, Sturek, and Basile (2013) describe the flipped classroom as students being exposed to lecture material independently through a pre-recorded format such as videos, podcasts, and webinars that are, as noted previously, assigned to watch outside class time. Upon completion of the pre-recorded lessons, students are engaged in a deeper level of thinking and problem-solving in the classroom (Lo, 2018;Love, Hodge, Grandgenett, & Swift, 2014;Tune et al, 2013). Student-teacher engagement in the classroom gives the teacher the ability to assess students' knowledge and determine their level of comprehension and understanding of the previewed material (Lo, 2018;Tune et al, 2013).…”

“…Upon completion of the pre-recorded lessons, students are engaged in a deeper level of thinking and problem-solving in the classroom (Lo, 2018;Love, Hodge, Grandgenett, & Swift, 2014;Tune et al, 2013). Student-teacher engagement in the classroom gives the teacher the ability to assess students' knowledge and determine their level of comprehension and understanding of the previewed material (Lo, 2018;Tune et al, 2013). Enfield (2013) agrees with Lo (2018) and Tune et al (2013) and add that during class time, the students are engaged in collaborative work, which is facilitated and monitored regularly by the teacher.…”

“…(p. 339) This quote metaphorically symbolizes how the traditional, teacher-centered classroom works, where the teacher directs all details and usually tells too much (Lujan & DiCarlo, 2014). In the student-centered classroom, the teacher no longer does all the telling, and the students participate in a deeper level of critical thinking, discussions, and searching for solutions on their own, or in groups (Lo, 2018;Lujan & DiCarlo, 2014).…”

“…For instance, by requiring components outside the classroom, teachers have more time to work with students individually, so students with learning disabilities are less likely to get behind in their studies (McCrea, 2014). According to Goodwin and Miller (2013), Lo (2018), and Enfield (2013), students are able to increase academic performance and learn at their own pace since the digital lessons are able to be started, stopped, and repeated as many times as needed to gain full comprehension of the material. Cargile and Harkness (2015) found that the ability for students to review digital lessons in the privacy of their homes as many times as they need would reduce the amount of self-consciousness around peers.…”

“…Concerns with overuse of technology and how much time students already spend utilizing computers and handheld mobile devices are important (Bergmann & Sams, 2014;Leung, Kumta, Jin, & Yung, 2014;Talbert, 2012). Students have stated that taking multiple flipped classes would increase the amount of time engaged digitally both for learning and social reasons (Fulton, 2012b;Lo, 2018).…”