Group Admins
Description
The presentation will involve audience participation using one of the interactive technologies explored in the study. Participants should therefore bring their own internet-enabled device (BYOD).
The study considers the use of a flipped classroom model (Bishop & Verleger, 2013) applied to a group of thirty-one postgraduate students studying a module forming part of an MSc in Human-Computer Interaction at a research-intensive university. Face-to-face lectures were replaced with interactive e-lectures which learners could work through at a time, place and pace suited to their individual learning needs. Class time was then used to reflect on the lecture material and put it into practice. A variety of techniques were used to facilitate the overall learning process including the use of social media and online assessments outside the class, and in-class online quizzes, games, programming exercises and other practical activities.
The effectiveness of the approach and the associated techniques were evaluated using an online survey. At the end of the course students were asked to complete a questionnaire in class consisting of 21 mainly Likert-style questions. The scale was ‘strongly disagree’, ‘disagree’, ‘neutral’, ‘agree’, and ‘strongly agree’. Some techniques such as the use of e-lectures and online assessments were highly successful whereas others such as a buzzer game had disappointing results. The presentation will describe the outcomes of the survey in more detail as well as the results of an inferential statistical analysis. The limitations of the study and the extent to which the techniques can be applied to other subject areas will also be considered. The results will be discussed in the context of the changing landscape of today’s learning spaces.
The findings of the study will be of interest to anyone thinking of using learning technology as part of a flipped classroom model. It will be of benefit to practitioners who wish to make the learning process more effective, as well as researchers looking for evidence of the effectiveness of the flipped model.
References
Bishop, J.L. and Verleger, M.A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA, 30(9).
Desai, M.S., Hart, J., and Richards, T.C. (2008) E-learning: paradigm shift in education. Education 129(2): 327.
King, A. 1993. From sage on the stage to guide on the side. College Teaching, 41(1): 30-35.
Mayer, R.E. (2009) Multimedia Learning, 2nd ed. (New York: Cambridge University Press).
