Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course

Randall S. Davies · Douglas L. Dean

1,020 citations0/0 files storedEducational Technology Research and Development

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Innovative Teaching Methods Online and Blended Learning Technology-Enhanced Education Studies

Abstract

The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students’ perceptions of these approaches to determine the affect each intervention might have on a student’s motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation’s instruction and assessments frustrated students and decreased their motivation to learn. Students’ attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.

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References

2004Blended learning: Uncovering its transformative potential in higher education 2000Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment 2005The Handbook of Blended Learning: Global Perspectives, Local Designs 2006Blended learning systems: Definition, current trends, and future directions 2012How learning in an inverted classroom influences cooperation, innovation and task orientation

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2014The experience of three flipped classrooms in an urban university: an exploration of design principles 2016A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course 2014Flipping the classroom for English language learners to foster active learning 2017A systematic review of research on the flipped learning method in engineering education 2016Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice 2021An effective blended online teaching and learning strategy during the COVID-19 pandemic 2014Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy

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