Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms
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 firs...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
The International Academic Forum
2015-01-01
|
| Series: | IAFOR Journal of Education |
| Subjects: | |
| Online Access: | http://iafor.org/archives/journals/education/journal-of-education-v3-i1/V3I1_Danker.pdf |
| _version_ | 1818005675057348608 |
|---|---|
| author | Brenda Danker |
| author_facet | Brenda Danker |
| author_sort | Brenda Danker |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-14T04:47:17Z |
| format | Article |
| id | doaj.art-6599f166f6274d309e858b1394af0a7b |
| institution | Directory Open Access Journal |
| issn | 2187-0594 2187-0594 |
| language | English |
| last_indexed | 2024-04-14T04:47:17Z |
| publishDate | 2015-01-01 |
| publisher | The International Academic Forum |
| record_format | Article |
| series | IAFOR Journal of Education |
| spelling | doaj.art-6599f166f6274d309e858b1394af0a7b2022-12-22T02:11:24ZengThe International Academic ForumIAFOR Journal of Education2187-05942187-05942015-01-0131171186Using Flipped Classroom Approach to Explore Deep Learning in Large ClassroomsBrenda Danker0Sunway University, MalaysiaThis 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.http://iafor.org/archives/journals/education/journal-of-education-v3-i1/V3I1_Danker.pdfFlipped classroomcurriculum designblended learning |
| spellingShingle | Brenda Danker Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms IAFOR Journal of Education Flipped classroom curriculum design blended learning |
| title | Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms |
| title_full | Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms |
| title_fullStr | Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms |
| title_full_unstemmed | Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms |
| title_short | Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms |
| title_sort | using flipped classroom approach to explore deep learning in large classrooms |
| topic | Flipped classroom curriculum design blended learning |
| url | http://iafor.org/archives/journals/education/journal-of-education-v3-i1/V3I1_Danker.pdf |
| work_keys_str_mv | AT brendadanker usingflippedclassroomapproachtoexploredeeplearninginlargeclassrooms |