To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course

Heyborne, William H.; Perrett, Jamis J.

doi:10.2505/4/jcst16_045_04_31

Cited by 45 publications

(39 citation statements)

References 6 publications

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“…Most recent research works reveal the flipped classroom model has been widely used in several disciplines with positive results in university education [3][4][5][6][7]; trying to establish an alternative to traditional teaching through a learning that takes place when students acquire knowledge through experiences; being able to increase it with the use of tasks where students are active learners, participating in the analysis, synthesis and evaluation of contents, and, in turn, being passive learners by taking up information from the vision, hearing and reading of contents [8], and to remember, describe and apply, which would lead students to develop lower thinking skills, deepening knowledge and finally being able to develop superior thinking skills. Thus, the teacher needs to use his experience and his deep knowledge on the subject to be able to project and raise good tasks.…”

Section: Introductionmentioning

confidence: 99%

“…Research focused on the flipped classroom effectiveness in Higher Education is extremely limited; however, some works found in the literature review show better academic performance, which results in students showing they can better understand the content, get higher scores on exams and improve their performance [4][5][6][12][13][14][15], although a limited improvement has also been found in other studies evaluating the results, where the flipped classroom group had higher exam scores compared to the traditional class group [16][17][18].…”

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confidence: 99%

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Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

et al. 2018

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This research analyzed Physical Education students' degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi-control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors was conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlational motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students' achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

et al. 2018

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“…Eight cases report significant performance increases due to flipped learning (Olitsky & Cosgrove, ; Lai, & Hwang, ; O'Connor et al, ; Peterson, ; Harris, Harris, Reed, & Zelihic, ; Giuliano & Moser, ; Cotta, Shah, Almgren, Macías‐Moriarity, & Mody, ; Rose et al, ). Mixed results were reported in four cases (Yestrebsky, ; Liebert, Lin, Mazer, Bereknyei, & Lau, ; Heyborne & Perret, ; Betihavas, Bridgman, Kornhaber, & Cross, ). A small number of cases reported no effect (Bossaer, Panus, Stewart, Hagemeier, & George, ; Nishigawa et al, ).…”

Section: Introductionmentioning

confidence: 99%

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

Maycock

Lambert

Bane

2018

Computer Assisted Learning

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This action research study follows a between-subject design strategy and attempts to identify whether a departure from a direct instructional teaching strategy towards a flipped learning pedagogy results in increases in student performance over time. In particular, the study considers the effects of integrating flipped learning pedagogic instruction into a Year 1, second-semester undergraduate Computer Architecture module. The first year of the study represented a baseline year in which a traditional direct instructional teaching method was used. The three subsequent years of study involved the inclusion of increased proportions of flipped learning instruction. When removing the baseline year from the study and focusing on the years that included a flipped proportion of instruction only, the analysis showed statistically significant increases in learner performance for mature students as the module migrated towards a fully flipped delivery model.Positive increases associated with continuous assessment components of the modules were also observed across the population as the module migrated towards a flipped learning model. However, this apparent increase in learner performance showed no impact on the terminal examination scores across years, indicating that improved performance in continuous assessments was probably due to shallow learning.

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“…Increasingly, technology offers opportunities to create powerful learning tools, regardless of the learning platform (Pitler et al, 2012). More and more, instructors who are teaching in person are also using courseware learning management platforms such as Blackboard Learn (Blackboard, Washington, DC) and Canvas (Instructure, Salt Lake City, UT) to deliver content resulting in a flipped classroom approach (Heyborne and Perrett, 2016).…”

mentioning

confidence: 99%

An Online Study Tool for Reviewing Plant Propagation Terms and Concepts

Wilson

Geneve

Davies

2018

hortte

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Interactive web-based questions were developed for students to review subject matter learned in an online plant propagation course. Articulate Storyline software was used to build nearly 250 review questions with five different testing styles to ascertain proficiency in subject areas, including the biology of propagation, the propagation environment, seed propagation, vegetative propagation, micropropagation, and cell culture. Questions were arranged to correspond to the supporting textbook chapters in Hartmann and Kester’s Plant propagation: Principles and practices, ninth edition. These are open access and available to instructors and students worldwide. Users received immediate feedback for each question answered correctly or incorrectly. The system remembers where one leaves off, which enables starting and stopping multiple times within a chapter. Means of pre- and posttest responses to nine content knowledge items showed that students perceived a significant content knowledge gain in the course. These online interactive reviews can be adapted easily to other courses in a variety of fields, including horticulture, botany, systematics, and biology. They can also be expanded to overlay multiple objects and trigger events based on user response. Since inception, the website hosting these online reviews averaged 156 unique visitors per month. Students have reported this to be a useful tool to prepare them for course exams.

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To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course

Cited by 45 publications

References 6 publications

Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

An Online Study Tool for Reviewing Plant Propagation Terms and Concepts

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