Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the “Flipped” Classroom: An Exploratory Case Study

Abstract

This article presents the results of a 2-year exploratory case study on the impact of the "flipped" classroom design on generalist and advanced-practice social work skills in a large urban graduate university setting and looks at the role physical space plays in student perceptions of learning outcomes. Quantitative data were obtained with the Practice Skills Inventory (PSI) and the Play Therapy Attitudes, Knowledge and Skills Survey (PTAKSS). Participants provided qualitative data in the form of weekly reflection journals and evaluations of class activities. A mixed-methods analysis revealed statistically significant improvement in overall general practice skills and in specific play therapy clinical skills. Student-generated feedback on the physical learning environment as well as instructor workload and preparatory requirements are discussed. 43 study shows promising outcomes for the use of the flipped model as a way of delivering practice content to students and explores the role and specific impact that weekly sessions in the physical learning environment have on student outcomes. Literature ReviewThe Flipped ClassroomResearch related to the impact the flipped classroom can have on student learning outcomes and student perceptions of learning is rapidly accumulating, but analysis of the physical space and of the active time spent learning in the classroom remains a significant gap. There is extremely limited research on the role that physical space plays in the learning experience and concrete skill development of students in higher education overall (Nordquist & Laing, 2014) and it is almost impossible to find studies that look at how combining physical and virtual spaces can enhance learning. As students move toward more virtually based classroom learning, questions arise about the role of brick-and-mortar learning spaces. This exploratory case study sought to reveal the skill development and experiences of students who moved from lecture-based learning in the classroom to virtual learning online while classroom time became dedicated to building action-based, experiential skills. Would active-learning strategies in a flipped classroom setting strengthen clinical skills if the theoretical learning was learned in an asynchronous virtual space? This study addressed the role that active learning in real time can play in students' clinical skill development and the impact that the way physical space is used, particularly in this type of learning, can have on the students' experience.The genesis of this study was student feedback, as the first iteration of this course was taught in a traditional lecture format, with students sitting behind long tables, shaped in a U in front of a whiteboard. Informal evaluations distributed by the instructor and formal institutional course evaluations reflected themes of boredom with the lecture-based format and a lack of confidence in using skills in practice that students had only seen in a video or read about, as well as the universal request to build in time to learn the ski...

Forced Elearning Usage: Extending Theory of Planned Behaviour With Perceived Cost During Covid19 Pandemic

“…The usage of such gadgets has been used for accessing eLearning services such as Learning Management Systems, online classrooms, video meetings, file sharing, content sharing, and ultimately knowledge sharing (Cheon et al, 2012;Drennan et al, 2005;Popovici & Mironov, 2015). The combination of technology-based learning hardware and applications has created monikers such as blended learning, online classrooms, flipped classrooms, and providing support tools for distance learning (Chung-Yu et al, 2020;Elisabeth Counselman & Redcay, 2019;Kabassi et al, 2016;Nilsson et al, 2012;Talley & Scherer, 2013;Tomas et al, 2019).…”