Performance and perception in the flipped classroom
| Main Authors: | Blair Erik, Maharaj Chris, Primus Simone |
|---|---|
| Format: | Journal Book |
| Bahasa: | eng |
| Terbitan: |
Department of Mechanical & Manufacturing Engineering, The University of the West Indies, St Augustin
, 2015
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| Subjects: | |
| Online Access: |
http://opac.unila.ac.id/ucs/index.php?p=show_detail&id=43010 |
Daftar Isi:
- Abstract Changes in the conceptualisation of higher education have led to instructionalmethods that embrace technology as a teaching medium. These changes have ledto the flipped classroom phenomenon - where content is delivered outside class,through media such as video and podcast, and engagement with the content, throughproblem-solving and/or group work, occurs in class. Studies investigating the impact ofthe flipped classroom have mainly looked at the student experience with little focus onwhether exam outcomes are enhanced by flipping. An undergraduate MaterialTechnology course at The University of the West Indies was taught in two formatsover two successive years. The course was taught during the 2012/13 academic year ina âtraditionalâ format but, after reflecting on student feedback and personal pedagogy,the lecturer restructured the class and taught it in a flipped format during the 2013/14academic year. This research examines whether the flipped format improved thelearning experience in relation to exam performance and student perception. Datawas gathered through analysis of course grades and student evaluation questionnaires.The lecturerâs reflective comments were also reviewed before and after the study.Analysis of the qualitative data shows that the flipped format led to a slight improvementin how students perceived the course and the lecturerâs reflection shows that theyare keen to continue with the flipped format as it allowed more time for them to workwith students at an individual level. While no significant change in relation to averagecohort exam performance was found, fewer students in the flipped classroom achievedmarks at the highest level. It is therefore recommended that practitioners who intend toflip their classroom pay as much attention to student performance as they do to studentperception.
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