Are first year students ready for a flipped classroom? A case for a flipped learning continuum
Abstract In our first year science and sustainability education subject, how to best support pre-service teachers to meet the conceptual demands of understanding important socio-ecological challenges such as climate change is a key focus of our teaching practice. In this multi-method case study, we...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2019-03-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41239-019-0135-4 |
| _version_ | 1818031347932856320 |
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| author | Louisa Tomas Neus (Snowy) Evans Tanya Doyle Keith Skamp |
| author_facet | Louisa Tomas Neus (Snowy) Evans Tanya Doyle Keith Skamp |
| author_sort | Louisa Tomas |
| collection | DOAJ |
| description | Abstract In our first year science and sustainability education subject, how to best support pre-service teachers to meet the conceptual demands of understanding important socio-ecological challenges such as climate change is a key focus of our teaching practice. In this multi-method case study, we explore how a flipped classroom supported students’ engagement and learning by way of an end-of-semester student survey, and a narrative account of our experiences, as educators, enacting the active learning strategies in class. Analysis of survey data showed that while students reported a high level of engagement with the videos and believed that they supported their learning, opinions were divided as to whether a flipped classroom was preferred over traditional lectures. Additionally, our reflections on how students engaged with the active learning strategies revealed that significant time was required at the start of class to review key concepts, as students appeared reluctant to engage independently with the planned activities–particularly those that involved more challenging science concepts. Informed by these findings, we propose a flipped learning continuum that fosters different levels of student-centred learning and autonomy, depending on students’ learning needs and their readiness for a flipped learning approach. In the context of the first year experience, specifically, some teacher-led instruction may be appropriate in a flipped classroom to support students’ transition to learning in higher education. |
| first_indexed | 2024-12-10T05:50:02Z |
| format | Article |
| id | doaj.art-a0baf349c8cf4bee9daf72b74b876136 |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-10T05:50:02Z |
| publishDate | 2019-03-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-a0baf349c8cf4bee9daf72b74b8761362022-12-22T02:00:03ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402019-03-0116112210.1186/s41239-019-0135-4Are first year students ready for a flipped classroom? A case for a flipped learning continuumLouisa Tomas0Neus (Snowy) Evans1Tanya Doyle2Keith Skamp3College of Arts, Society & Education, James Cook UniversityCollege of Arts, Society & Education, James Cook UniversityCollege of Arts, Society & Education, James Cook UniversitySchool of Education, Southern Cross UniversityAbstract In our first year science and sustainability education subject, how to best support pre-service teachers to meet the conceptual demands of understanding important socio-ecological challenges such as climate change is a key focus of our teaching practice. In this multi-method case study, we explore how a flipped classroom supported students’ engagement and learning by way of an end-of-semester student survey, and a narrative account of our experiences, as educators, enacting the active learning strategies in class. Analysis of survey data showed that while students reported a high level of engagement with the videos and believed that they supported their learning, opinions were divided as to whether a flipped classroom was preferred over traditional lectures. Additionally, our reflections on how students engaged with the active learning strategies revealed that significant time was required at the start of class to review key concepts, as students appeared reluctant to engage independently with the planned activities–particularly those that involved more challenging science concepts. Informed by these findings, we propose a flipped learning continuum that fosters different levels of student-centred learning and autonomy, depending on students’ learning needs and their readiness for a flipped learning approach. In the context of the first year experience, specifically, some teacher-led instruction may be appropriate in a flipped classroom to support students’ transition to learning in higher education.http://link.springer.com/article/10.1186/s41239-019-0135-4Flipped learningHigher educationFirst year experienceScience educationSustainability educationPre-service teacher education |
| spellingShingle | Louisa Tomas Neus (Snowy) Evans Tanya Doyle Keith Skamp Are first year students ready for a flipped classroom? A case for a flipped learning continuum International Journal of Educational Technology in Higher Education Flipped learning Higher education First year experience Science education Sustainability education Pre-service teacher education |
| title | Are first year students ready for a flipped classroom? A case for a flipped learning continuum |
| title_full | Are first year students ready for a flipped classroom? A case for a flipped learning continuum |
| title_fullStr | Are first year students ready for a flipped classroom? A case for a flipped learning continuum |
| title_full_unstemmed | Are first year students ready for a flipped classroom? A case for a flipped learning continuum |
| title_short | Are first year students ready for a flipped classroom? A case for a flipped learning continuum |
| title_sort | are first year students ready for a flipped classroom a case for a flipped learning continuum |
| topic | Flipped learning Higher education First year experience Science education Sustainability education Pre-service teacher education |
| url | http://link.springer.com/article/10.1186/s41239-019-0135-4 |
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