The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level

Abstract

The flipped classroom is a popular teaching method where course content is transferred to students through online resources to implement more active learning strategies in-class time. The study aims to investigate the effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level, alongside students’ perspectives toward the flipped classroom. The research involved 97 freshmen students in Turkey. During a 7-week application process, the experimental group students learned the course content with the flipped classroom method, whereas the control group students learned the course content through the traditional method. The findings of the study revealed that the flipped classroom was more effective than the traditional method in terms of using deep learning strategies and increasing the levels of cognitive and emotional engagement. However, there was no difference in behavioral engagement levels between the experimental and control groups. The findings also showed that viewing pre-recorded videos before coming to class enabled students to comprehend course content better and easier. Flipped learning enabled students to develop their research and application skills. Technical facilities were the biggest difficulty for students in flipped learning. The implications for flipped learning are also discussed, including several techniques for controlling students’ viewing lecture videos and providing alternative course materials to students.

The Effect of Micro-Flipped Classroom in the Context of Distance Learning on TESOL Master Students' Achievement

“…Findings from several studies suggest that there are positive effects of flipped learning in the field of education (Polat & Karabatak, 2022;Nourinezhad, Hadipourfard & Baval, 2022;Jdaitawi, Hussein, Muhaidat, & Joudeh, 2022;Bergeson, 2022;Nja, Orim, Neji, Ukwetang, Uwe, & Ideba, 2021;Masadeh, 2021;Hava, 2021). By contrast, other studies have also emphasized the lack of any significant increase in learning performance (Arriaga & Talavera, 2018;Topal & Akhisar, 2018;Aggarwal, Thakur, Agrawal, Jhajharia, Madaan & Mahapatra, 2019;Leatherman & Cleveland, 2020).…”

Persepsi Siswa terhadap Pembelajaran Bahasa Indonesia Berbasis Daring di SMAN 1 Pasuruan

“…Beberapa penelitian sebelumnya menunjukkan bahwa pembelajaran daring tidak selalu lebih mudah dan lebih menantang daripada pembelajaran konvensional (Cleveland-Innes & Campbell, 2012;Hava, 2021;Toro, 2019;Wichadee, 2018).…”

Students’ attitude and academic achievement in a flipped classroom

“…In a flipped classroom, students' attention is enhanced as the class is participatory and there is a change from the normal sit and listen to individual learning ( Jose and Jorge 2020 ; Birgili et al., 2021 ). Students' understanding of concepts becomes better in the flipped classroom ( Hava 2021 ).…”