NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1221519
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2164-3989
EISSN: N/A
Examining Student Classroom Engagement in Flipped and Non-Flipped Counselor Education Courses
Merlin-Knoblich, Clare; Harris, Pamela N.; McCarty Mason, Erin Chase
Professional Counselor, v9 n2 p109-125 2019
Flipped learning is an innovative teaching approach in which students view pre-recorded video lectures outside of class, then engage in activities applying course concepts during class. By removing lecture from face-to-face class time, instructors free up time in class for students to explore and apply course content. Flipped learning is a particularly useful approach in counselor education, given the need for both content and practice in the discipline. In this study, we examined student classroom engagement in flipped and non-flipped counseling courses. Using a causal comparative method, we compared student engagement via the Classroom Engagement Inventory in four counseling theories course sections. Students in the flipped counseling courses (n = 30) reported statistically higher classroom engagement than students in the non-flipped courses (n = 37). These results lend additional support to the promotion of flipped learning in counselor education.
National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
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