Document Type
Article
Publication Date
2016
Abstract
The flipped classroom is being increasingly used in a wide range of instructional situations, yet little is known about how to facilitate it. The purpose of this study is to explore what types of learning activities in a flipped classroom are perceived to be the most effective in the achievement of desired course competencies. This case study specifically focused on the classroom lab sessions—the student-centered classroom—rather than online self-learning modules. Employing a case study using a mixed method approach, this research identifies effective pedagogy in facilitating a flipped classroom. Merrill’s (2002) first principles of instruction were used as a research framework. While results show that students engaged in learning activities of demonstration and application, they were barely exposed to higher-order learning activities. That leads to the conclusion that implementing problem-centered instructional activities, accompanied by desirable challenges, is highly advisable to foster deep engagement. Implications and future directions are discussed.
Copyright Statement
This document was originally published in International Journal of E-Learning & Distance Education by Canadian Network for Innovation in Education. This work is provided under a Creative Commons Attribution-ShareAlike license. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/by-sa/4.0/.
Publication Information
Kim, Minkyoung; Jung, Eulho; de Siqueira, Amaury; and Huber, Lesa. (2016). "An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study". International Journal of E-Learning & Distance Education, 31(2), 1-15.