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ERIC Number: EJ1117866
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: EISSN-2292-8588
An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study
Kim, Minkyoung; Jung, Eulho; de Siqueira, Amaury; Huber, Lesa
International Journal of E-Learning & Distance Education, v31 n2 2016
The flipped classroom is being increasingly used in a wide range of instructional situations, yet little is known about how to facilitate it. The purpose of this study is to explore what types of learning activities in a flipped classroom are perceived to be the most effective in the achievement of desired course competencies. This case study specifically focused on the classroom lab sessions--the student-centered classroom--rather than online self-learning modules. Employing a case study using a mixed method approach, this research identifies effective pedagogy in facilitating a flipped classroom. Merrill's (2002) first principles of instruction were used as a research framework. While results show that students engaged in learning activities of demonstration and application, they were barely exposed to higher-order learning activities. That leads to the conclusion that implementing problem-centered instructional activities, accompanied by desirable challenges, is highly advisable to foster deep engagement. Implications and future directions are discussed. [Note: The volume number (32) displayed on the PDF is incorrect. The correct volume number is v31.]
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A