ERIC Number: EJ1145902
Record Type: Journal
Publication Date: 2017-Jul
Abstractor: As Provided
Reference Count: 39
The Benefits, Drawbacks, and Challenges of Using the Flipped Classroom in an Introduction to Psychology Course
Roehling, Patricia V.; Root Luna, Lindsey M.; Richie, Fallon J.; Shaughnessy, John J.
Teaching of Psychology, v44 n3 p183-192 Jul 2017
Flipped pedagogy has become a popular approach in education. While preliminary research suggests that the flipped classroom has a positive effect on learning in Science, Technology, Engineering, and Mathematics and quantitative courses, the research on the flipped classroom in a content heavy social science course is minimal and contradictory. We flipped four class topics in an introduction to psychology course, evaluated resulting student attitudes, and compared students' performance on the flipped units to their performance on traditionally delivered content. We found mixed results for the effectiveness of the flipped classroom that were moderated by student characteristics and experiences with previous online or flipped courses. Students reported an overall preference for traditional classroom delivery but suggested retaining the flipped approach for some class periods.
Descriptors: Introductory Courses, Psychology, Teaching Methods, Instructional Effectiveness, Barriers, Student Attitudes, Performance Factors, Student Characteristics, Student Experience, Preferences, Delivery Systems, Classroom Techniques, Undergraduate Students, Likert Scales, Predictor Variables, Blended Learning, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A