Flipped classroom and learning strategies
2015 (English)In: Proceedings of 14th European Conference on e-Learning / [ed] Jefferies, A., Cubric, M., Barton, K. & Lilley, M., Reading, UK: Academic Conferences Publishing, 2015, 41-49 p.Conference paper (Refereed)
This paper seeks to answer the research question "How does the flipped classroom affect students’ learning strategies?" In e-learning research, several studies have focused on how students and teachers perceive the flipped classroom approach. In general, these studies have reported pleasing results. Nonetheless, few, if any, studies have attempted to find out the potential effects of the flipped classroom approach on how students learn.
This study was based on two cases: 1) a business modelling course and 2) a research methodology course. In both cases, participating students were from information systems courses at Dalarna University in Sweden. Recorded lectures replaced regular lectures. The recorded lectures were followed by seminars that focused on the learning content of each lecture in various ways.
Three weeks after the final seminar, we arranged for two focus group interviews to take place in each course, with 8 to 10 students participating in each group. We asked open questions on how the students thought they had been affected and more dedicated questions that were generated from a literature study on the effects of flipped classroom courses. These questions dealt with issues about mobility, the potential for repeating lectures, formative feedback, the role of seminars, responsibility, empowerment, lectures before seminars, and any problems encountered.
Our results show that, in general, students thought differently about learning after the courses in relation to more traditional approaches, especially regarding the need to be more active. Most students enjoyed the mobility aspect and the accessibility of recorded lectures, although a few claimed it demanded a more disciplined attitude. Most students also expressed a feeling of increased activity and responsibility when participating in seminars. Some even felt empowered because they could influence seminar content. The length of and possibility to navigate in recorded lectures was also considered important. The arrangement of the seminar rooms should promote face-to-face discussions. Finally, the types of questions and tasks were found to affect the outcomes of the seminars.
The overall conclusion with regard to students’ learning strategies is that to be an active, responsible, empowered, and critical student you have to be an informed student with possibilities and mandate to influence how, where and when to learn and be able to receive continuous feedback during the learning process. Flipped classroom can support such learning.
Place, publisher, year, edition, pages
Reading, UK: Academic Conferences Publishing, 2015. 41-49 p.
Flipped classroom, learning strategies, active learning, responsibility, empowerment
Information Systems, Social aspects
Research subject Complex Systems – Microdata Analysis, General Microdata Analysis - others
IdentifiersURN: urn:nbn:se:du-19951ISI: 000371972900006OAI: oai:DiVA.org:du-19951DiVA: diva2:867602
14th European Conference on e-Learning, Hatfield, UK, 29-30 October, 2015