What does it mean to
            <i>do</i>
            teaching? A qualitative study of resistance to Flipped Learning in a higher education context

Wilson, Kim

doi:10.1080/13562517.2020.1822312

Cited by 34 publications

(27 citation statements)

References 30 publications

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“…Also, it is recommended that a lower workload could be tested to determine whether the same instructional result could still be obtained. The paper highlights major concerns related to flipped learning pedagogy due to the increased workload (Wilson, 2020). Furthermore, Stöhr et al (2020) were unable to confirm the flipped classroom's reported positive effect in higher education in a quantitative assessment that contrasted the flipped classroom with conventional lecture-based learning.…”

Section: Flipped Classrooms: a Remedy To Achieve Inclusive Education?mentioning

confidence: 88%

Innovative Teaching: A Qualitative Review of Flipped Classrooms

Fuchs

2021

IJLTER

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The extent and importance of web-based learning in higher education have increased tremendously in the last decade, triggered by new educational technologies and pedagogical approaches. Higher education lecturing has traditionally followed a teacher-centered approach, with lecturers giving classes in the classroom and students performing out-of-class activities. Under this traditional approach, the main actor in the teaching-learning process is the lecturer, while students play a passive role. The flipped classroom emphasizes the role of the student in the center of the learning environment and facilities an active learning pedagogy. This paper reviews the most recent case studies related to the flipped classroom approach in order to provide educators guidelines on the best practices, traits, and merits of the flipped classroom. A total of 22 case studies were included in this qualitative review of the flipped classroom. The methodological inquiry followed the PRISMA flow diagram that identified an initial pool of 3,764 articles. Upon identification of relevant case studies (n=22), a five-point Likert-type sentiment rating was assigned as the basis to structure the discussion. The rating was based on the students’ perceptions of the flipped classrooms as investigated in the articles. The assessment confirms that the majority of students have a positive perception of this learning pedagogy. However, there are concerns about increased workload for students, ambiguity in expected learning outcomes, and an initial barrier to actively contribute; these are the primary implications of this review.

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Section: Flipped Classrooms: a Remedy To Achieve Inclusive Education?mentioning

confidence: 88%

Innovative Teaching: A Qualitative Review of Flipped Classrooms

Fuchs

2021

IJLTER

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“…This strategy frees them up to engage in interactive activities in the classroom. Scholars have investigated the diverse aspects of flipped learning in different higher education contexts (Brewer and Movahedazarhouligh, 2018;O'Flaherty and Phillips, 2015;Shi et al, 2020;Wilson, 2020). Their main research focus is related to how to design flipped learning environments, how flipped learning can be effective in improving students' learning outcomes and teaching practices and what factors contribute to enhancing the strengths of flipped learning.…”

Section: Performance In Flipped Learningmentioning

confidence: 99%

University students’ self-regulation, engagement and performance in flipped learning

Park

Kim

2021

EJTD

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Purpose The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning environments in higher education. Design/methodology/approach The subjects were college students taking an education course offered at a 4-year university in South Korea. Structural equation modeling was adopted to analyze 221 student responses. Findings The findings indicated that the more students self-regulated, the more likely they were to engage in co-regulation with other students in the class. Students’ self-regulation and co-regulation also significantly affected their behavioral engagement. Finally, students’ self-regulation positively affected their academic performance, while co-regulation and behavioral engagement did not affect their performance. Originality/value Based on these findings, this study provides meaningful implications for scholars and practitioners on how to select and use more appropriate instructional and evaluation strategies to improve students’ positive behavior, engagement and performance in a flipped learning environment.

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“…The effectiveness of Flipped classroom model of instruction has been proved in many studies as an active learning strategy (Kim, Jin, & Lim, 2015;Park & Park, 2018;Wilson, 2020).…”

Section: Significance Of Flipped Classroom As An Active Learning Approachmentioning

confidence: 99%

Critical Review on Flipped Classroom Model Versus Traditional Lecture Method

Saira

Ajmal

Hafeez

2021

International Journal of Education and Practice

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Contribution/Originality: This study makes a critical review of 33 studies on Flipped classroom model with the view to understand how the previous studies have acknowledge the importance, adaptability and of flipped classroom model in the modern learning environments and also how they differentiated this model from the Traditional Lecture Method. INTRODUCTIONLearning is an essential element of humankind and crucial for the development of a nation (Hafeez et al., 2020). Buckman et al. (2010) stated that there are four important strategies for active learning (1) create individual activities in and out of the classroom (2) integrate students in group activities (3) inspire informal group, and (4) assign project tasks to cooperative students. Engaging these concepts with "Flipped classroom model" involves students to take part in the learning process with full concentration. This model enables students to learn more cooperatively and think critically. It also allows students to share their knowledge with peers (Michel, Cater III, & Varela, 2009). The Flipped classroom model improves the efficacy of learning and increases the motivation level of

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What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context

Cited by 34 publications

References 30 publications

Innovative Teaching: A Qualitative Review of Flipped Classrooms

Innovative Teaching: A Qualitative Review of Flipped Classrooms

University students’ self-regulation, engagement and performance in flipped learning

Critical Review on Flipped Classroom Model Versus Traditional Lecture Method

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