Articlediamond2015

Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

213 citations0/0 files storedIAFOR Journal of Education

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Innovative Teaching Methods Online and Blended Learning Innovative Teaching and Learning Methods

Abstract

This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia.The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then completed their assignments and practical work in class; or utilized a guided inquiry approach at the beginning of class using this same process.During the class the lecturers were present to help the students, and in addition, the students were advantaged by being able to help one another.The in-class learning activities also included inquiry-based learning, active learning, and peer-learning.This project used an action research approach to improve the in-class instructional design progressively to achieve its impact of deep learning among the students.The in-class learning activities that was included in the later flipped classes merged aspects of blended learning with an inquiry-based learning cycle which focused on the exploration of concepts.Data was gathered from questionnaires filled out by the students and from short interviews with the students, as well as from the teacher's reflective journals.The findings verified that the flipped classrooms were able to remodel large lecture classes into active-learning classes.The results also support the possibility of individualised learning for the students as being high as a result of the teacher's ability to provide one-on-one tutoring through technology-infused lessons.It is imperative that the in-class learning activities are purposefully designed as the inclusion of the exploratory learning through guided inquiry-based activities in the flipped classes was a successful way to engage students on a deeper level and increased the students' curiosity and engaged them to develop higher-order thinking skills.This project also concluded that flipped classrooms had promising impact for student learning and achievement in a Performing Arts course in Malaysia.

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References

2004Does Active Learning Work? A Review of the Research 2003Learning to Teach in Higher Education 1999Teaching for Quality Learning at University: What the Student Does 1984The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring 2013Case Studies and the Flipped Classroom 2014Teaching Tip: The Flipped Classroom.2014Peer Learning in Higher Education : Learning from and with Each Other 2013Styles of Learning and Teaching 31

Cited by

2020Defining student learning experience through blended learning 2016Micro flip teaching ‒ An innovative model to promote the active involvement of students 2020The effects of self‐efficacy, self‐regulation and social presence on learning engagement in a large university class using flipped Learning 2019Implementation of Flipped Classroom Model and Its Effectiveness on English Speaking Performance 2021A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

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