NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1069860
Record Type: Journal
Publication Date: 2015-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 31
ISSN: EISSN-1931-7913
Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education but Effect Does Not Persist
van Vliet, E. A.; Winnips, J. C.; Brouwer, N.
CBE - Life Sciences Education, v14 n3 Article 26 Sep 2015
In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable.
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail:; Website:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire