Student views on the use of flipped learning in higher education: A pilot study

Gündüz, Abdullah Yasin; Akkoyunlu, Buket

doi:10.1007/s10639-019-09881-8

Cited by 21 publications

(17 citation statements)

References 20 publications

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“…The current society and the new jobs that have emerged in recent years have brought with them new demands in learning contexts. Tablets, mobile phones and virtual platforms are already a daily and completely necessary part of our lives and have become ubiquitous (Gündüz and Akkoyunlu, 2019). Recent university graduates face a labor market characterized by great challenges, and certain skills and competencies adapted to it are highly valued.…”

Section: Discussionmentioning

confidence: 99%

“…Recent university graduates face a labor market characterized by great challenges, and certain skills and competencies adapted to it are highly valued. As Gündüz and Akkoyunlu (2019) point out, critical thinking, creativity, collaboration and communication skills, problem solving and the adoption of responsibilities are some of these desired skills for 21st century societies. This is why a large part of the teaching staff invests considerable effort in transforming the training systems to ITSE 18,2 adapt them to this type of demand.…”

Section: Discussionmentioning

confidence: 99%

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Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

Cosculluela

Suárez

Quiroga

et al. 2021

ITSE

102

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Purpose The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century. Design/methodology/approach For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions. Findings On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed. Originality/value Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

Cosculluela

Suárez

Quiroga

et al. 2021

ITSE

102

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“…Internet connectivity is essential to ensure this accessibility, and thus ensuring that students are aware of the possible technical issues and the relevant solutions can help to greatly reduce students' frustration, and promote engagement with the materials (Karabulut-Ilgu et al, 2018). Gündüz and Akkoyunlu (2019) recommended copies of pre-class online materials saved in digital versatile discs (DVDs) as back-up for students' access, should their technical issues remained unresolved. Since the technology accessibility of the online materials play a pivotal role in students' engagement with online materials, the technology availability of students and their digital competencies have to be examined before designing the pre-class learning in FL, for alignment with students' needs to reduce frustration and promote engagement (Akçayır & Akçayır, 2018).…”

Section: Technology Accessibilitymentioning

confidence: 99%

“…The feedback may be added at the end of video resources, which can better scaffold students' understanding of the content, and allows for self-assessment of learning progress to moderate study methods for improved learning outcomes (Das et al, 2019;Dooley et al, 2018;Xiu et al, 2019). In addition to a structured learning platform and formative feedback, a communication channel is also necessary for students' interaction with the instructors to obtain feedback and assistance should they have questions, to better support their pre-class learning conducted outside of the classroom (Akçayır & Akçayır, 2018;Gündüz & Akkoyunlu, 2019).…”

Section: Availability Of Immediate Feedback and Supportmentioning

confidence: 99%

Promoting student engagement and preparation in flipped learning’s pre-class activities – A systematic review

Mei¹

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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Flipped learning is an instructional model with core features of pre-class learning followed by in- class practice of knowledge through active and collaborative learning. However, non-compliance with pre-class activities is a commonly cited challenge in flipped learning, where a lack of student engagement leads to insufficient pre-class preparation, diminishing flipped learning’s intended benefits significantly as the students will then not participate well in the in-class activities. It lends consideration to the potential obstacles and solutions in increasing students’ engagement in pre-class learning, paving the way to pre-class learning compliance to achieve the full potential of flipped learning in improving students’ learning outcomes. This study uses systematic literature review with qualitative content analysis to identify three main areas, namely technological, pedagogical, and student perceptions, to instil optimal conditions to promote pre-class engagement and preparation.

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“…A body of research on flipped learning shows a wide variety of positive outcomes (Author(s), XXXX; Andujar et al, 2020;Gianoni-Capenakas et al, 2019;Lee & Wallace, 2018;Lo et al, 2017;Presti, 2016;Şahin & Kurban, 2019b;Zou et al, 2020a). These studies J o u r n a l P r e -p r o o f suggest that flipped learning is effective in increasing instructional flexibility (Gündüz & Akkoyunlu, 2019), students' self-efficacy and critical thinking (Lin et al, 2019;Zou et al, 2020a), and their satisfaction (Andujar et al, 2020), engagement (Lee & Wallace, 2018), motivation (Chen-Hsieh et al, 2017;Debbağ & Yıldız, 2021;Zou et al, 2020a), and performance (Hibbard et al, 2016;Strelan et al, 2020;Zou et al, 2020a). In general, flipped learning is felt to free up class time, allowing for more individual and small group instruction in the classroom (Yarbro et al, 2014).…”

Section: Introductionmentioning

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

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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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Student views on the use of flipped learning in higher education: A pilot study

Cited by 21 publications

References 20 publications

Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

Promoting student engagement and preparation in flipped learning’s pre-class activities – A systematic review

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

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