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ERIC Number: EJ1172246
Record Type: Journal
Publication Date: 2018-Mar
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1360-2357
Traditional and Flipped Classroom Approaches Delivered by Two Different Teachers: The Student Perspective
Limniou, Maria; Schermbrucker, Ian; Lyons, Minna
Education and Information Technologies, v23 n2 p797-817 Mar 2018
The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students' views related to the teachers' contribution to teaching approach, students' HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher's contribution to the flipped classroom approach and their expectation/behaviour toward technology.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Liverpool)
Grant or Contract Numbers: N/A