The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs

Lombardini-Riipinen, Chiara; Lakkala, Minna; Muukkonen, Hanni

doi:10.1016/j.iree.2018.01.003

Cited by 41 publications

(43 citation statements)

References 25 publications

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“…The satisfaction and positive feelings towards this teaching methodology and against LB have been demonstrated in several research studies [19, 35–37], but there are also studies in which student satisfaction does not differ between both teaching strategies [38–39].…”

Section: Discussionmentioning

confidence: 99%

The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

et al. 2019

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Background The flipped classroom (FC) is a pedagogical approach that means that the activities that have traditionally taken place within the classroom are carried out outside the classroom. Fundamentally it implies the way in which the student studies the subject. This change of perspective in teaching—learning has raised many questions regarding its effectiveness and student satisfaction in the university studies in the degree of Social Work. Objective The main objective of this study was to evaluate the effectiveness of a Flipped Classroom methodology in the academic performance of students of the Social Work Degree. Methods An educational study, with two parallel groups was developed. The randomization was carried out by class groups. Group 1 was assigned an active teaching methodology of Flip Teaching and it was implemented during theoretical teaching hours. The other group of students, Group 2, was assigned a traditional lecturer-based learning (LB) methodology. The participants were all the students of the morning shift who studied the subject Social Work with Groups of the Social Work Degree during the academic year 2017–2018. The sample was composed of 110 subjects, with 60 subjects who developed an active teaching methodology and 50 subjects who received a LB. Results In terms of the academic performance result variable, the FT group had a mean of 6.56 (SD: 1.58) and the LB group had a mean of 5.42 (SD: 1.97) (p-value: 0.002). The FT group also had a higher percentage of students receiving merit and outstanding scores (34.5% and 6.9% respectively) and a lower percentage of students who failed (19%) as compared to the LB group in which 20.9% and 2.3% of the students received merit or outstanding grades and 46.5% failed (p-value = 0.025). No significant differences were found with regards to satisfaction with the subject and the methodology used, long-term learning and time spent preparing for the exam. Conclusions The FC teaching methodology in comparison with the LB methodology has shown to be a more effective tool regarding academic performance evaluated in a quantitative and qualitative way with regards to Social Work education at university level.

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Section: Discussionmentioning

confidence: 99%

The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

et al. 2019

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“…[3][4][5]. Both learner-centered and learner-driven learning approaches are based on constructivist learning theory, which was proposed by Jean Piaget for whom learning was an active process where learners must actively construct their knowledge through prior knowledge and experiences [3,6].…”

Section: Introductionmentioning

confidence: 99%

Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven

Zhou

Chen

2019

Sustainability

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Learner-centered and learner-driven pedagogy have long been advocated by many educators and scholars who focus on sustainable education. This study proposes a pedagogical approach called collaborative learning by teaching (CLBT), which is both learner-centered and learner-driven. This study aims to explore and analyze the student perceptions of CLBT by conducting a field experiment in a Chinese public university. The quantitative results show that student perceptions were comprised of three dimensions: perceptions of CLBT, perceptions of teamwork, and perceptions of mobile learning. The male students had significantly more positive perceptions of CLBT and mobile learning compared to the female students. The qualitative findings indicate that although students have some difficulties with self-discipline, they gain much in active learning capabilities and teamwork skills. The relationship between CLBT and sustainability competence should be further studied in the future.

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“…In the UK higher education system, a student who gets an overall grade below 40% fails the course. Following, Lombardini et al [8], I employed a binary logit regression model. In this model, the dependent variable was coded as 1 if the student's overall grade was below 40% and 0 otherwise.…”

Section: Data Sourcesmentioning

confidence: 99%

“…Studies have revealed that a significant proportion of undergraduate students only acquire conceptual knowledge of the subject in a traditional classroom format. They are not able to adequately develop critical thinking, data analysis and reasoning skills, which are thought to be at the core of the curriculum [8]. Employers also reveal that many Business school graduates are not good at applying economic and finance principles to real world issues [2].…”

Section: Introductionmentioning

confidence: 99%

“…However, some studies have reported that students in a 'flipped' classroom model perform only moderately better than a traditional lecture based format [14,15,16,17]. Other studies have shown contradictory results and revealed that the students in the flipped classroom performed poorly, as compared to a traditional lecture based format [18,8].…”

Section: Introductionmentioning

confidence: 99%

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“A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

Singh¹

2020

Preprint

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The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

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The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs

Cited by 41 publications

References 25 publications

The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven

“A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

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