Implementing Bring Your Own Device (BYOD) Model in Flipped Learning: Advantages and Challenges

Kibar, Pınar Nuhoğlu; Gündüz, Abdullah Yasin; Akkoyunlu, Buket

doi:10.1007/s10758-019-09427-4

Cited by 19 publications

(15 citation statements)

References 8 publications

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“…It signifies whether the change occurs due to a decision by an authority (termed authority innovation-decision) or is volunteered by some stakeholders (termed optional innovationdecision) or by all stakeholders (termed collective innovation-decision), all of which profoundly affect the outcomes (Rogers, 1995). In flipped learning literature, a great deal of effort has been devoted to scrutinizing optional innovation-decision, where the decision was made solely by educators or scholars (e.g., Bergmann & Sams, 2012Gündüz & Akkoyunlu, 2019;Miller et al, 2018;Nuhoğlu-Kibar et al, 2020). However, the type of innovation-decision might result in resistance to change (Rogers, 1995).…”

Section: Significance Of the Study From The Point Of Flipped Learning Adoptionmentioning

confidence: 99%

“…That is, recent flipped learning studies seem to have addressed the problems of singular disciplines (e.g., Aghaei et al, 2020;Basal, 2015;Hwang & Chang, 2011;Lai, 2021;Lai & Hwang, 2016;Zou, 2020). Moreover, a considerable number of academic efforts have J o u r n a l P r e -p r o o f been limited to only one or very few courses (e.g., Lai & Hwang, 2016;Matich-Maroney & Moore, 2016;Miller et al, 2018;Nuhoğlu-Kibar et al, 2020;Xiao & Kim, 2018), which narrows down the scope of these studies further. In these studies, flipped learning is seldom if ever implemented before or after the term in which the data is collected, which signifies that they were conducted in "a temporary educational laboratory setting" substantially lowering their ecological generalization (Fraenkel et al, 2018).…”

Section: Comparing Different Trees To See the Forest Of Flipped Learningmentioning

confidence: 99%

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An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

Birgili

Demir

2022

Computers & Education

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This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for preclass preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.

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Section: Significance Of the Study From The Point Of Flipped Learning Adoptionmentioning

confidence: 99%

Section: Comparing Different Trees To See the Forest Of Flipped Learningmentioning

confidence: 99%

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

Birgili

Demir

2022

Computers & Education

View full text Add to dashboard Cite

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“…Interestingly, the nursing students who participated in the survey were eager to overcome the internet connectivity problem by using their personal devices and networks, suggesting a high level of interest in flipped classroom pedagogy. Moreover, the "Bring Your Own Device (BYOD) Model" showed increased productivity in terms of learning through utilisation of students' own devices in the flipped classroom practice [33]. There is evidence to suggest that flipped classrooms can be effectively used even with limited technological provision.…”

Section: Plos Onementioning

confidence: 99%

Assess the feasibility of flipped classroom pedagogy in undergraduate nursing education in Sri Lanka: A mixed-methods study

et al. 2021

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Background The nursing education system has evolved with an increased emphasis on student-centred education, such as implementing flipped classroom pedagogy. Given the promising positive educational outcomes, the trend of using flipped classroom pedagogy has become increasingly popular in undergraduate nursing education. However, little is known about how these flipped classroom methods impact on nursing educational practices in limited-resource settings situated in South Asia. Objective To assess the feasibility of implementing flipped classroom pedagogy in undergraduate nursing education from the nursing students’ perspective. Methods This mixed-methods study employed a quantitative survey and six focus group discussions conducted in three state universities in Sri Lanka. The Nursing Students’ Readiness for Flipped Classroom (NSR-FC) questionnaire was used to collect quantitative data. The semi-structured focus group discussions were conducted by using 18 reflective and open-ended questions. Descriptive statistics and multivariate analysis of variance methods were employed when analysing quantitative data. An inductive thematic analysis approach was used to summarize the focus group discussions. Results The questionnaire survey revealed that nursing students reported high levels of personal, technical, and pedagogical readiness across all three universities, while environmental readiness was perceived as low. The inductive thematic analysis identified three themes, namely: enablers, challenges, and benefits. Specifically, nursing students valued the student-centred approach. They were ready to utilize their own devices to overcome limited technological provision; however, a short training session about how to engage in the flipped classroom was desirable. Also, their exposure to basic educational technology was perceived as adequate and they were aware of the positive outcomes of flipped classroom pedagogy. Conclusion Nursing students were ready to enrol in a flipped classroom programme. The provision of technological resources in the education environment was identified as a great challenge for flipped classroom implementation. Overall, the findings indicate there are promising feasibilities for the flipped classroom implementation.

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“…In this way, the application of the BYOD program in flipped learning optimizes student performance [38], causing an improvement in their grades and promoting collaborative and self-directed learning [39]. Additionally, this combination allows students to carry out activities effectively in any context [24] in a way that is productive, since they are familiar with the configuration of their personal devices [40].…”

Section: Flipped Learning and The Byod Program: A Binomial For Learnimentioning

confidence: 99%

“…The application of the BYOD program facilitates the storage and recovery of files; however, the portability of the devices causes negative limitations related to weight and size [40]. In addition, the application of this model allows students to understand the concepts more easily and promote understanding collaborative discussions to build learning [41], although it requires adequate teacher training for it to develop appropriately [42].…”

Section: Flipped Learning and The Byod Program: A Binomial For Learnimentioning

confidence: 99%

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

et al. 2020

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The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

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Implementing Bring Your Own Device (BYOD) Model in Flipped Learning: Advantages and Challenges

Cited by 19 publications

References 8 publications

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

Assess the feasibility of flipped classroom pedagogy in undergraduate nursing education in Sri Lanka: A mixed-methods study

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

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