SavedAdd your journal

Journals / Participatory Educational Research / 2021 / Cilt: 8 - Sayı: 1

The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level

Kevser HAVA
Pages
379–394
Publication Date
2021-01-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The implications for flipped learning are also discussed, including several techniques for controlling students’ viewing lecture videos and providing alternative course materials to students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The flipped classroom is a popular teaching method where course content is transferred to students through online resources to implement more active learning strategies in-class time.
📊
Key Findings & Data:The study aims to investigate the effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level, alongside students’ perspectives toward the flipped classroom.
💡
Conclusion & Impact:The implications for flipped learning are also discussed, including several techniques for controlling students’ viewing lecture videos and providing alternative course materials to students.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:flipped classroom · deep learning strategy · student engagement

Abstract

The flipped classroom is a popular teaching method where course content is transferred to students through online resources to implement more active learning strategies in-class time. The study aims to investigate the effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level, alongside students’ perspectives toward the flipped classroom. The research involved 97 freshmen students in Turkey. During a 7-week application process, the experimental group students learned the course content with the flipped classroom method, whereas the control group students learned the course content through the traditional method. The findings of the study revealed that the flipped classroom was more effective than the traditional method in terms of using deep learning strategies and increasing the levels of cognitive and emotional engagement. However, there was no difference in behavioral engagement levels between the experimental and control groups. The findings also showed that viewing pre-recorded videos before coming to class enabled students to comprehend course content better and easier. Flipped learning enabled students to develop their research and application skills. Technical facilities were the biggest difficulty for students in flipped learning. The implications for flipped learning are also discussed, including several techniques for controlling students’ viewing lecture videos and providing alternative course materials to students.

🔖

Cite This Article

HAVA, K. (2021). The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level. Participatory Educational Research, Cilt: 8 - Sayı: 1, 379–394. https://ajindex.com/articles/239166

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (15)

  1. Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: a materials development course. Computer Assisted Language Learning, 30(3–4), 204–222.
  2. Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345.
  3. Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341–358.
  4. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386.
  5. Biggs, J. (1990). Effects of Language Medium of Instruction on Approaches to Learning. Educational Research Journal, 5, 18–28.
  6. Biggs, J. (1991). Approaches to Learning in Secondary and Tertiary Students in ong Kong: Some Comparative Studies. Educational Research Journal, 6, 27–39.
  7. Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75.
  8. Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The Revised Two Factor Study Process Questionnaire: R-SPQ-2F The Revised Two Factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149.
  9. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Open University Press.
  10. Blau, I., & Shamir-inbal, T. (2017). Re-designed fl ipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69–81.
  11. Burke, A. S., & Fedorek, B. (2017). Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11–24.
  12. Chen, S., Yang, S. J. H., & Hsiao, C. (2016). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096–1112.
  13. Chuang, H., Weng, C., & Chen, C. (2018). Which students benefit most from a flipped classroom approach to language learning ? British Journal of Educational Technology, 49(1), 56–68.
  14. Clark, K. R. (2013). Examining the effects of the flipped model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. Journal of Educators Online, 12(1), 91–116.
  15. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates. Cronhjort, M.,