NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1196167
Record Type: Journal
Publication Date: 2018-Dec
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: N/A
Flipping Learning Not Just Content: A 4-Year Action Research Study Investigating the Appropriate Level of Flipped Learning
Maycock, K. W.; Lambert, J.; Bane, D.
Journal of Computer Assisted Learning, v34 n6 p661-672 Dec 2018
This action research study follows a between-subject design strategy and attempts to identify whether a departure from a direct instructional teaching strategy towards a flipped learning pedagogy results in increases in student performance over time. In particular, the study considers the effects of integrating flipped learning pedagogic instruction into a Year 1, second-semester undergraduate Computer Architecture module. The first year of the study represented a baseline year in which a traditional direct instructional teaching method was used. The three subsequent years of study involved the inclusion of increased proportions of flipped learning instruction. When removing the baseline year from the study and focusing on the years that included a flipped proportion of instruction only, the analysis showed statistically significant increases in learner performance for mature students as the module migrated towards a fully flipped delivery model. Positive increases associated with continuous assessment components of the modules were also observed across the population as the module migrated towards a flipped learning model. However, this apparent increase in learner performance showed no impact on the terminal examination scores across years, indicating that improved performance in continuous assessments was probably due to shallow learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A