Flipping great or flipping useless? a review of the flipped classroom experiment at Coventry University London Campus

3.00
Hdl Handle:
http://hdl.handle.net/10547/584227
Title:
Flipping great or flipping useless? a review of the flipped classroom experiment at Coventry University London Campus
Authors:
Taylor, Aaron
Abstract:
It is vital for teachers to keep abreast of new innovations to maintain student expectations and continuously improve performance in the classroom. A major development in recent pedagogical practice has seen the invention, development and implementation of the flipped classroom. Advantages include greater flexibility for students as they can study at their own leisure. In addition, there are opportunities for teachers to make seminars more interactive and to focus on exploring topics in greater depth after fundamental concepts have been practiced in a flipped class. This scenario has also led to greater student engagement and motivation and reduced tardiness and attendance issues. However, there are several disadvantages regarding its use. The most prominent criticism is that it is not possible to ascertain if a student has actually completed a flipped class until they attend a seminar. The whole flipped model is also wholly reliant on students having the motivation to do work in their own time. The creation, development and implementation of flipped classes can also be labour-intensive and onerous for teachers with already busy schedules. Further criticisms include the lack of instructor contact and necessity for developers to possess requisite technological skills. This study uncovered both positives and negatives regarding its efficacy with a number of students doubting its value in enhancing academic standards. Overall student performance and satisfaction levels were also lower when compared to the previous term when the same module was not flipped.
Affiliation:
Coventry University
Citation:
Taylor, A. (2015) 'Flipping great or flipping useless? a review of the flipped classroom experiment at Coventry University London Campus' Journal of pedagogic development 5 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
2015
URI:
http://hdl.handle.net/10547/584227
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/230
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorTaylor, Aaronen
dc.date.accessioned2015-12-21T11:05:27Zen
dc.date.available2015-12-21T11:05:27Zen
dc.date.issued2015en
dc.identifier.citationTaylor, A. (2015) 'Flipping great or flipping useless? a review of the flipped classroom experiment at Coventry University London Campus' Journal of pedagogic development 5 (3)en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/584227en
dc.description.abstractIt is vital for teachers to keep abreast of new innovations to maintain student expectations and continuously improve performance in the classroom. A major development in recent pedagogical practice has seen the invention, development and implementation of the flipped classroom. Advantages include greater flexibility for students as they can study at their own leisure. In addition, there are opportunities for teachers to make seminars more interactive and to focus on exploring topics in greater depth after fundamental concepts have been practiced in a flipped class. This scenario has also led to greater student engagement and motivation and reduced tardiness and attendance issues. However, there are several disadvantages regarding its use. The most prominent criticism is that it is not possible to ascertain if a student has actually completed a flipped class until they attend a seminar. The whole flipped model is also wholly reliant on students having the motivation to do work in their own time. The creation, development and implementation of flipped classes can also be labour-intensive and onerous for teachers with already busy schedules. Further criticisms include the lack of instructor contact and necessity for developers to possess requisite technological skills. This study uncovered both positives and negatives regarding its efficacy with a number of students doubting its value in enhancing academic standards. Overall student performance and satisfaction levels were also lower when compared to the previous term when the same module was not flipped.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/230en
dc.subjectflipped classroomen
dc.subjectpedagogyen
dc.subjectengagementen
dc.subjectmotivationen
dc.subjecttechnologyen
dc.subjectX300 Academic studies in Educationen
dc.titleFlipping great or flipping useless? a review of the flipped classroom experiment at Coventry University London Campusen
dc.typeArticleen
dc.contributor.departmentCoventry Universityen
dc.identifier.journalJournal of pedagogic developmenten
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