Innovative Teaching: A Qualitative Review of Flipped Classrooms

Fuchs, Kevin

doi:10.26803/ijlter.20.3.2

Cited by 20 publications

(21 citation statements)

References 27 publications

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“…Traditionally, teaching in higher education has taken a teacher-centered approach, with lecturers delivering classes and students performing out-of-class activities (Fuchs, 2021). Fuchs (2021, p. 18) further stated that "under this traditional approach, the main actor in the teaching-learning process is the lecturer, while students play a passive role".…”

Section: Introductionmentioning

confidence: 99%

“…Fuchs (2021, p. 18) further stated that "under this traditional approach, the main actor in the teaching-learning process is the lecturer, while students play a passive role". He argued that because of new educational technologies and pedagogical approaches, the scope and impact of web-based learning in higher education have expanded in the recent decade (Fuchs, 2021). The technology enhanced flipped classroom (TEFC) promotes the students' role as the focus of the learning environment and encourages active learning.…”

Section: Introductionmentioning

confidence: 99%

“…In contrast to these internal challenges, the external challenges are not limited to, but include, the attitude of the students, their level of confidence, and cultural beliefs. The majority of studies (Wang, 2017;Pinna et al, 2019;Murillo-Zamorano et al, 2019;Fuchs, 2021) concluded that the flipped classroom has a positive effect on students' level of engagement, knowledge development, and cognitive skills. Student Response Systems (SRS), as part of TEL, aim to enhance students' active participation in a flipped classroom (Abeysekera & Dawson, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Student Response Systems (SRS), as part of TEL, aim to enhance students' active participation in a flipped classroom (Abeysekera & Dawson, 2014). A reoccurring claim is that active learning pedagogies require more time in preparing for a lecture, as opposed to a traditional classroom setting (Fuchs, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Student Response Systems in a Technology Enhanced Flipped Classroom: A Qualitative Investigation in Higher Education

Åhman¹,

Nguyen²,

Aghaee³

et al. 2021

IJLTER

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Disruptive technology and a generation with an increased interest in using that technology to aid their learning has caused a need to change the current educational landscape. Student Response Systems are a contemporary means to integrate digital technology in the modern classroom. The purpose of this qualitative study is to examine the perspectives that impact students' engagement when using Student Response Systems in a technology enhanced classroom environment. The study was guided by qualitative methods of inquiry through non-participant observations, examination of the course material, and semi-structured interviews. The in-depth interviews (n = 14) were conducted with graduate students who participated in the technology enhanced flipped classroom (TEFC) during their STEM degree studies in southern Sweden. The collected data were analyzed through the means of content analysis. The results of the study show that Student Response Systems are an effective and innovative method to increase students’ engagement in the classroom and embrace a modern learning environment. The participants expressed a positive impact on their willingness to participate in classroom discussions and share their respective views. A drawback that was mentioned is the dissatisfaction to invest more time in preparation ahead of the discussion, compared to lecture-based learning. The Student Response Systems increased the graduate students’ esteem to comfortably engage in classroom discussions and offers educators an additional tool to enhance their current pedagogical methods. The study contributes to the body of knowledge by closing an identified research gap that lacks perceptions from graduate students in a STEM program in southern Sweden. There are a few limitations that the reader should consider. The collected data pertains to graduate-level studies in a STEM degree program. Further, ample data were collected through multiple sources; however, the reflections are limited to 14 interview participants and are, therefore, not generalizable to other populations than those examined in the context.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Student Response Systems in a Technology Enhanced Flipped Classroom: A Qualitative Investigation in Higher Education

Åhman¹,

Nguyen²,

Aghaee³

et al. 2021

IJLTER

Self Cite

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“…The scope, quality, and importance of web-based learning in higher education have increased remarkably over the last decade (Fuchs, 2021a). Fuchs (2021a) states that "the trend is largely triggered by new educational technologies and pedagogical approaches" (p. 18). The flipped classroom approach is not a new concept, though it has gained tremendous popularity in recent years.…”

Section: Introductionmentioning

confidence: 99%

A Perspective on the Flipped Learning Pedagogy in Thai Undergraduate Education

Fuchs¹

2021

eqr

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The world is changing at a much faster pace than in the past and has become more connected than ever before. This has led to increasing levels of economic competition and socio-political-cultural transformation. The necessity for Thailand to compete internationally is based on the creation of quality graduates. The rapid changes in Information and Communication Technology (ICT) are transforming the ways people think, live, learn, and interact. These rapid changes have implications in all spheres of national development and higher education learning. For Thailand to remain competitive in an age of global movement and uncertainty, a knowledge-based society, i.e., a society that generates innovations through creativity and shared and utilized knowledge, must be developed. The flipped classroom approach has a recognized record of delivering the active learning pedagogy to the modern classroom. This practitioners’ perspective provides further insights into why Thailand’s higher education system would benefit from adapting to this innovative active learning pedagogy.

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Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing Education

Urcola‐Pardo,

Subiron‐Valera,

Anton‐Solanas

et al. 2024

Nursing Open

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AimTo design and validate the Flipped‐Learning Assessment Scale; a tool for assessing students' experience of flipped learning.BackgroundFrequently, university students are introduced to new content during lectures. In contrast, active learning activities, such as Flipped Learning, are designed as an instructional method to engages students in the learning process.DesignCross‐sectional descriptive study.MethodsA cross‐sectional study was carried out in three phases ((1) item selection, rephrasing and translation; (2) content analysis through expert panel and (3) confirmatory factor analysis). The final version of the scale was piloted on a sufficient sample of undergraduate student nurses from three Spanish universities.ResultsA total of 455 students completed the questionnaire; 373 women and 82 men. The total Cronbach's alpha value for the complete instrument was 0.893. Cronbach alpha for each separate dimension ranged between 0.660 and 0.897. Goodness‐of‐fit values were acceptable, implying that the model was validated.ConclusionThe flipped learning approach has become increasingly popular in academic settings. Evaluating the students' flipped learning experience is important to analyse aspects such as acceptability and effectiveness of this methodology. The Flipped‐Learning Assessment Scale is a valid and reliable tool for analysing students' experience of flipped learning.ImpactFlipped learning has been a useful pedagogical model very for cultivating student skills in problem‐solving, critical thinking, teamwork and self‐active learning in nursing education. A key issues, such as student satisfaction, has been explored further before implementing this teaching and learning methodology.Patient or Public ContributionNone.

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Innovative Teaching: A Qualitative Review of Flipped Classrooms

Cited by 20 publications

References 27 publications

Student Response Systems in a Technology Enhanced Flipped Classroom: A Qualitative Investigation in Higher Education

Student Response Systems in a Technology Enhanced Flipped Classroom: A Qualitative Investigation in Higher Education

A Perspective on the Flipped Learning Pedagogy in Thai Undergraduate Education

Design and Validation of the Flipped‐Learning Assessment Scale for Undergraduate Nursing Education

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