How Can Flipped Learning Continue in a Fully Online Environment? Lessons Learned During the COVID-19 Pandemic

Lo, Chung Kwan

doi:10.1080/10511970.2022.2048929

Cited by 3 publications

(7 citation statements)

References 10 publications

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“…In the NOFC, in which both asynchronous and synchronous online sessions were conducted, the learners showed improvements in academic achievement and learning participation, consistent with the study by Amiti [7]. However, in the GOFC, neither academic achievement nor learning participation was significantly enhanced, in contrast to Lo [17] and Hew et al [61].…”

Section: Opportunities To Enhance Academic Achievement and Learning P...supporting

confidence: 79%

“…The impact of gamification was dampened in our study, as it became a distraction and consumed online learning time. Qualitative feedback from the learners, teachers, and teaching assistants also indicated that the effective use of synchronous online classroom time was perceived as necessary for the quality delivery of fully online education programmes [17]. Although gamification can make classroom sessions more fun, it may lead to interruption and distraction if technological (such as network and connectivity) and technical (such as the challenges of media multitasking) problems persist [8].…”

Section: Additional Support and Teacher Professional Training Needed ...mentioning

confidence: 99%

“…Self-determination theory (SDT) theorises that intrinsically motivated learners exhibit high levels of participation in learning activities [15]. From the perspective of SDT, gamification might promote academic achievement and participation levels in both online and in-person classes [16,17]. Moreover, gamification may help to attract learners' attention and promote an interactive and enjoyable online learning experience [18].…”

Section: Introductionmentioning

confidence: 99%

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Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic

2022

Sustainability

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The online traditional and the online flipped classroom approaches have been adopted worldwide in higher education during the prolonged city lockdowns. Research has suggested that gamification is a technopedagogy which can be integrated into these approaches to promote learning outcomes. Hence, this study aims to uncover various risks and opportunities involved in adopting the online flipped and gamified classroom approaches, especially in terms of their impact on academic achievement, for ensuring sustainable adult education during the pandemic. We conducted a mixed-method study grounded in self-determination theory and adult learning principles, in which learners enrolled in a postgraduate business management programme were divided into three instructional conditions for one module: a gamified online flipped class (GOFC, n = 25), a nongamified online flipped class (NOFC, n = 24), and a gamified online traditional class (GOTC, n = 19). Quantitative and qualitative data from the learners, teachers, and teaching assistants were collected and analysed to compare academic achievement across the classes. Contrary to the expectations of gamification proponents, the learners in the nongamified online flipped class significantly outperformed those in the two gamified online classes. Qualitative findings revealed that technical support, professional training for teachers, and building learners’ sense of belonging to their classes were necessary to ensure the sustainability of learning in fully online classes. The findings, thus, have important implications for the effective implementation of these pedagogical approaches in adult education programmes in a fully online environment.

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Section: Opportunities To Enhance Academic Achievement and Learning P...supporting

confidence: 79%

Section: Additional Support and Teacher Professional Training Needed ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic

2022

Sustainability

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“…Lo [30] asks how flipped learning can continue in a fully online environment; this study has shown that in order to successfully pivot to online learning, having the appropriate structure and infrastructure is important. The supported flipped learning mode presented in this paper has the ability to move almost seamlessly between in-person and online teaching, which is of importance in our uncertain modern world.…”

Section: Discussionmentioning

confidence: 99%

A supported flipped learning model for mathematics gives safety nets for online and blended learning

Staddon

2022

Computers and Education Open

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“…Asynchronous instruction was widely used before the pandemic. One typical example is the flipped classroom approach in which students learn some basic materials before class by watching pre-recorded (asynchronous) video lectures (e.g., [2,8,9,12,13]). This frees up class time for more interactive learning activities (e.g., group discussion) to increase student engagement [14,15].…”

mentioning

confidence: 99%

How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions

Liu

2022

Sustainability

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This study explored the learning experience of university students in Hong Kong, where remote online instruction was adopted to sustain student learning during the first 2 years of the COVID-19 pandemic. Based on student voices, this study aimed to improve online instruction. A qualitative case study approach was adopted, involving 12 university students from different subject disciplines and universities. Individual semi-structured interviews were conducted, followed by a series of qualitative data analysis procedures. The findings of this study suggested that our participants were generally satisfied with the way synchronous online lessons progressed, but that instructors’ technical problems were common. Furthermore, the students’ self-reported level of engagement tended to be negative due to, for example, lengthy lessons and poor group dynamics in virtual rooms. We also revealed the need for professional development opportunities for instructors to enhance their online teaching skills. Recommendations for improving online instruction are discussed, such as limiting online lessons to between 90 and 120 min, and allowing students to form their own groups, while helping shy students to join a group. This study thus has important implications for sustaining quality education in a fully online environment.

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How Can Flipped Learning Continue in a Fully Online Environment? Lessons Learned During the COVID-19 Pandemic

Cited by 3 publications

References 10 publications

Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic

Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic

A supported flipped learning model for mathematics gives safety nets for online and blended learning

How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions

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