The flipped classroom: A learning model to increase student engagement not academic achievement

  • Masha Smallhorn Flinders University

Abstract

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

Published
Jul 23, 2017
How to Cite
SMALLHORN, Masha. The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, [S.l.], v. 8, n. 2, p. 43-53, july 2017. ISSN 2205-0795. Available at: <https://studentsuccessjournal.org/article/view/381>. Date accessed: 23 oct. 2017. doi: https://doi.org/10.5204/ssj.v8i2.381.
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