A review of students’ perceptions, engagement, and academic achievement in the flipped classroom
| dc.contributor.author | Bedi, Julie | |
| dc.contributor.supervisor | Wiebe, Michelle | |
| dc.date.accessioned | 2018-04-19T17:00:54Z | |
| dc.date.available | 2018-04-19T17:00:54Z | |
| dc.date.copyright | 2018 | en_US |
| dc.date.issued | 2018-04-19 | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Master of Education M.Ed. | en_US |
| dc.description.abstract | The flipped classroom is a pedagogical model designed to focus on a student-centered teaching technique that reverses the traditional educational arrangement. Short video lectures are viewed by students at home before the class session, instead of face-to-face lectures, while in-class time is devoted to homework, discussions, and increased one-on-one time with the teacher. There has been much controversy about whether or not this inverted teaching approach is a practical instructional method that improves learning experiences and knowledge base of students. Scholars who advocate for this teaching approach assert that flipping courses give students more opportunity to take charge of their own learning and frees more class time for meaningful interaction between peers and teacher. Those that oppose this method argue that there has been very little research and evidence to support the efficacy and effectiveness of the flipped classroom and more research is needed to understand the impact on student learning. The purpose of this research is to (a) review the empirical research literature on the outcomes of blended learning and (b) discuss if and how the flipped classroom technique and use of technology have been used to enhance and support students’ learning, examine student perceptions and engagement, and academic achievement. As teachers, we can witness student engagement when students are making connections with ideas, questioning, and reflecting. Increased student engagement can motivate students’ interest in school, and this can lead to increased academic success. The flipped class can create this deeper thinking with positive educational experiences; this may allow students to perform at their highest level and build practice for success in their future. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/9233 | |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | Students’ Perceptions | |
| dc.subject | flipped classroom | |
| dc.subject | blended learning | |
| dc.subject | ICTs | |
| dc.subject | learning and engagement | |
| dc.title | A review of students’ perceptions, engagement, and academic achievement in the flipped classroom | en_US |
| dc.type | project | en_US |