The Human Limitations of Flipped Science Instruction: Exploring Students Learning and Perceptions of Flipped Teaching
The Human Limitations of Flipped Science Instruction: Exploring Students Learning and Perceptions of Flipped Teaching
Flipped instruction—the replacement of traditional in-class lecture with at-home, multimedia instruction—continues to grow in popularity. The existing evidence to support its effectiveness in K-12 science classrooms lacks substantial quantitative data to warrant such an enthusiastic embrace. The objective of this study was to clarify the relationship between flipped instruction and student learning in a high school classroom context, as well as to understand the interactions between students and technological tools that took place during flipped instruction. This quasi-experimental mixed-methods study compared learning outcomes in high school Biology students (N= 303) who experienced a flipped lesson to those of peers who experienced a control, traditional lecture-based lesson on the same topic. Average gains from pre-test to post-test were significantly higher for flipped students. Flipped students' completion of the out-of-class online learning activity was particularly important. Interview data suggest that the multimedia nature of the online activity, as well as its convenience, contributed the significant gains of flipped students.
___
- Alonso, F., Manrique, D., Martinez, L., & Vines, J. M. (2011). How blended learning reduces underachievement in higher education: An experience in teaching Computer Sciences. IEEE Transactions on Education, 54(3), 471-478.
- Arnold-Garza, S. (2014). The flipped classroom: Assessing an innovative teaching model for effective and engaging library instruction. College & Research Libraries News 75(1), 10-13.
- Bliuc, A., Ellis, R., Goodyear, P., & Piggott, L. (2011). A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance. Computers & Education,56(3), 856-864. doi:10.1016/j.compedu.2010.10.027
- Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
- Campbell, D. T., Stanley, J. C., & Gage, N. L. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin Boston.
- Carbonaro, M., King, S., Taylor, E., Satzinger, F., Snart, F., & Drummond, J. (2008). Integration of e-learning technologies in an interprofessional health science course. Medical Teacher, 30, 25-33.
- Chandra, V., & Watters, J. (2012). Re-thinking physics teaching with web-based learning. Computers & Education, 58(1), 631-640.
- Chen, C.C., Jones, K. T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course. Journals of Educators Online, 4(1) 1-15.
- Cheng, K. K., Thacker, B. A., Cardenas, R. L., & Crouch, C. (2004). Using an online homework system enhances students’ learning of physics concepts in an introductory physics course. American Journal of Physics Am. J. Phys., 72(11), 1447.
- Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182.
- Coletta, V. P., Phillips, J. A., & Steinert, J. J. (2007). Interpreting force concept inventory scores: Normalized gain and SAT scores. Physical Review Special Topics - Physics Education Research Phys. Rev. ST Phys. Educ. Res., 3(1).
- Collins, A., Brown, J.S., Newman, S.E. (1987). Cognitive apprenticeship: Teaching the craft of Reading, Writing, and Mathematics. Center for the Study of Reading, Technical Report, No. 403.
- Dantas, A., & Kemm, R. (2008). A blended approach to active learning in a physiology laboratory-based subject facilitated by an e-learning component. Advances in Physiology Education, 32(1), 65-75.
- Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39-49.
- Freire, P. (2000). Chapter 2. In Pedagogy of the oppressed (pp. 71-86). New York: Continuum.
- Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1), 109-114.
- Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE—Life Sciences Education, 14(4), ar36.
- Groves, M.M., & Zemel, P.C. (2000). Instructional technology adoption in higher education: An action research case study. International Journal of Instructional Media, 27(1), 57.
- Hoellwarth, C., & Moelter, M. J. (2011). The implications of a robust curriculum in introductory mechanics. American Journal of Physics Am. J. Phys., 79(5), 540.
- Hoic-Bozic, N., Mornar, V., & Boticki, I. (2009). A blended learning approach to course design and implementation. IEEE Transactions on Education, 52(1), 19-30.
- Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational technology, 34(4), 34-37.
- Kim, M.K., Kim, S.M., Khera, O., Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
- Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
- Livingstone, S., & Helsper, E. (2007). Gradations in digital inclusion: Children, young people and the digital divide. New Media & Society, 9(4), 671-696.
- Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4.
- Mason, G., Shuman, T., & Cook, K. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.
- Mayer, R. (2001). Multimedia learning. Cambridge: Cambridge University Press.
- Rosenberg, T. (2013, October 9). In “Flipped” Classrooms, a Method for Mastery [news]. Retrieved July 10, 2015 from http://opinionator.blogs.nytimes.com/2013/10/23/in-flipped-classrooms-a-method-for-mastery/?_r=0.
- Roy, M., Chi, M.T.H. (2005). The self-explanation principle in multimedia learning. In R.E. Mayer (ed.) The Cambridge handbook of multimedia learning. Cambridge, U.K.: Cambridge University Press.
- Sancho, P., Corral, R., Rivas, T., González, M., Chordi, A., & Tejedor, C. (2006). A blended learning experience for teaching microbiology. American Journal of Pharmaceutical Education, 70(3), 120-120.
- Straub, E.T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625-649.
- Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of educational research, 72(2), 131-175.
- Zhao, Y., & Cziko, G.A. (2001). Teacher adoption of technology: A perceptual control theory perspective. Journal of Technology and Teacher Education, 9(1), 5-30.