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The impact of a flipped classroom design on learning performance in higher education
Thai N., De Wever B., Valcke M. Computers & Education107  113-126,2017.Type:Article
Date Reviewed: May 31 2017

The impact of technology on learning remains a controversial subject. Should students be required to watch lectures and go prepared for lively engagement in classroom discussions and problem solving? Are the traditional methods of teaching still effective? Can emerging technologies enhance the effectiveness of teaching and learning? Thai et al. investigate and offer some solutions associated with learning technologies and teaching methods.

In traditional teaching (TT) environments, students receive face-to-face lectures and prompt feedback and brainstorming in class. Students in electronic learning (EL) environments receive web-based online lectures and late feedback and brainstorming. In blended teaching (BT) environments, students receive face-to-face lectures, but obtain tardy feedback and brainstorming online. In a flipped classroom (FC) environment, students receive web-based online lectures and brainstorming, but obtain instantaneous feedback in class. Self-efficacy behavior (SEB) is the ability of students to exercise control over enthusiasm, performance, and communal environment. Intrinsic motivation (IM) originates from desirable individual student goals, while performance flexibility (PF) offers choice with regard to location, time, and content.

A quasi-experiment was designed to investigate the effectiveness of TT, EL, BT, and FC on the SEB, IM, and PF of the students. Ninety undergraduates in an invertebrate biology course were randomly assigned to the four modes of teaching and learning. Pretests and posttests differentiated levels of knowledge, understanding, and applications of invertebrate biology. The results show FC to be the superior method of learning on SEB and IM, and not on PF. Are there courses and degree programs that should not be offered in flipped classroom environments? Pedagogical pioneers in STEM fields should read this insightful paper and offer ideas for effective teaching and learning.

Reviewer:  Amos Olagunju Review #: CR145312 (1708-0566)
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