Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

Jonah Mupita, Ade Gafar Abdullah, Frank Bünning

Abstract


Higher learning institutions are under immense pressure to evolve within the realms of the fourth industrial revolution. Training institutions are anticipated to minimize learning costs in the face of increasing enrolments. The flipped classroom model is a suitable instructional pedagogy to achieve institutional goals considering the current ubiquitousness of information and communication technology. The systematic review was aimed at summarizing and identifying research gaps that help inform future research trajectories. The 3-step review process was composed of articles searching and retrieval, filtering and sorting, and final inclusion. Identified empirical articles were; i.) Retrieved and summarized on the basis of tittles, abstracts, methods and basic findings, ii.) Filtered and sorted on the basis of study discipline, and iii.) Synthesized on the basis of basic findings. It was found that the flipped classroom improved academic performance to a limited extent. Most articles unanimously concurred that the flipped classroom model makes learning enjoyable and enables the development of lower order cognitive skills outside class and higher order cognitive skills through F2F (face to face) active learning. The success of the model in higher education is hinged on excellent planning, implementation and evaluation.


Keywords


flipped classroom, traditional classroom, active learning, self-directed learning, learning outcomes

Full Text:

PDF

References


Abeysekera, L., and Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1-14.

Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133-1148.

Albert, M., and Beatty, B. J. (2014). Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades. Journal of Education for Business, 89(8), 419–424.

AlJarrah, A., Thomas, M. K., and Shehab, M. (2018). Investigating temporal access in a flipped classroom: procrastination persists. International Journal of Educational Technology in Higher Education, 15(1), 1–18.

Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7–22.

Baepler, P., Walker, J. D., and Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers and Education, 78, 227–236.

Balaban, R. A., Gilleskie, D. B., and Tran, U. (2016). A quantitative evaluation of the flipped classroom in a large lecture principles of economics course. Journal of Economic Education, 47(4), 269–287.

Baytiyeh, H., and Naja, M. K. (2017). Students’ perceptions of the flipped classroom model in an engineering course: a case study. European Journal of Engineering Education, 42(6), 1048–1061.

Beatty, B. J., Merchant, Z., and Albert, M. (2017). Analysis of Student Use of Video in a Flipped Classroom. TechTrends, 1–10.

Becker, R., and Birdi, A. (2018). Flipping the classroom: Old ideas, new technologies. International Review of Economics Education, 1–5.

Bergmann, J., and Sams, A. (2012). Flipping your classroom: Reach every student in every class every day. International society for technology in education.

Betihavas, V., Bridgman, H., Kornhaber, R., and Cross, M. (2016). The evidence for “flipping out”: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21.

Blau, I., and Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69-81.

Braun, I., Ritter, S., and Vasko, M. (2014). Inverted Classroom by Topic – a Study in Mathematics for Electrical Engineering Students. International Journal of Engineering Pedagogy, 4(3), 11–17.

Brown, C. A., Danvers, K., and Doran, D. T. (2016). Student perceptions on using guided reading questions to motivate student reading in the flipped classroom. Accounting Education, 25(3), 256-271.

Calimeris, L. (2018). Effects of flipping the principles of microeconomics class: Does scheduling matter? International Review of Economics Education, 29, 29–43.

Calimeris, L., and Sauer, K. M. (2015). Flipping out about the flip: All hype or is there hope? International Review of Economics Education, 20, 13–28.

Carter, C. L., Carter, R. L., and Foss, A. H. (2018). The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students. AERA Open, 4(1), 233285841875926.

Caviglia-Harris, J. (2016). Flipping the undergraduate economics classroom: Using online videos to enhance teaching and learning. Southern Economic Journal, 83(1), 321–331

Chen, Y., Wang, Y., and Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27.

Chiu, H. Y., Kang, Y. N., Wang, W. L., Huang, H. C., Wu, C. C., Hsu, W., ... and Wei, P. L. (2018). The Effectiveness of a Simulation-Based Flipped Classroom in the Acquisition of Laparoscopic Suturing Skills in Medical Students—A Pilot Study. Journal of surgical education, 75(2), 326-332.

Cotta, K. I., Shah, S., Almgren, M. M., Macías-Moriarity, L. Z., and Mody, V. (2016). Effectiveness of flipped classroom instructional model in teaching pharmaceutical calculations. Currents in Pharmacy Teaching and Learning, 8(5), 646-653.

Davis, N. L. (2016). Anatomy of a flipped classroom. Journal of Teaching in Travel and Tourism, 16(3), 228–232.

El-Banna, M. M., Whitlow, M., and McNelis, A. M. (2017). Flipping around the classroom: Accelerated Bachelor of Science in Nursing students’ satisfaction and achievement. Nurse Education Today, 56, 41–46.

Elliott, R. (2015). Do students like the flipped classroom? An investigation of student reaction to a flipped undergraduate IT course. Proceedings - Frontiers in Education Conference, FIE (pp. 1-7).

Engel, M., Heinz, M., and Sonntag, R. (2017). Flexibilizing and Customizing Education using Inverted Classroom Model. Information Systems Management, 34(4), 378–389.

Eryilmaz, M., and Cigdemoglu, C. (2018). Individual flipped learning and cooperative flipped learning: their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 0(0), 1–11.

Fadol, Y., Aldamen, H., and Saadullah, S. (2018). A comparative analysis of flipped, online and traditional teaching: A case of female Middle Eastern management students. International Journal of Management Education, 16(2), 266–280.

Ferreri, S. P., and O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American journal of pharmaceutical education, 77(1), 13.

Fidalgo-Blanco, A., Martinez-Nuñez, M., Borrás-Gene, O., and Sanchez-Medina, J. J. (2017). Micro flip teaching‒An innovative model to promote the active involvement of students. Computers in Human Behavior, 72, 713-723.

Foster, G., and Stagl, S. (2018). Design, implementation, and evaluation of an inverted (flipped) classroom model economics for sustainable education course. Journal of Cleaner Production, 183, 1323–1336.

Gilboy, M. B., Heinerichs, S., and Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114.

Graham, M., McLean, J., Read, A., Suchet-Pearson, S., and Viner, V. (2017). Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course. Journal of Geography in Higher Education, 41(3), 403-417.

Green, R. D., and Schlairet, M. C. (2017). Moving toward heutagogical learning: Illuminating undergraduate nursing students’ experiences in a flipped classroom. Nurse Education Today, 49, 122–128.

Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., and Baumgartel, D. (2015). Flipping undergraduate finite mathematics: Findings and implications. Primus, 25(9-10), 814-832.

Gulley, O. D., and Jackson, A. L. (2016). A case study on using instructor-recorded videos in an upper level economics course. International Review of Economics Education, 23, 28–33.

Hanson, J. (2016). Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice. Nurse Education in Practice, 16(1), 79–85.

Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92.

Harrington, S. A., Bosch, M. V., Schoofs, N., Beel-Bates, C., and Anderson, K. (2015). Quantitative outcomes for nursing students in a flipped classroom. Nursing Education Perspectives, 36(3), 179-181.

He, W., Holton, A., Farkas, G., and Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71.

He, W., Holton, A. J., and Farkas, G. (2018). Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course. Computers and Education, 125, 120–131.

Hsu, T. C. (2018). Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom. Interactive Learning Environments, 26(1), 91–105.

Kakosimos, K. E. (2015). Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools. Education for Chemical Engineers, 12, 1–11.

Kerr, B. (2015). The flipped classroom in engineering education: A survey of the research. 2015 International Conference on Interactive Collaborative Learning (ICL), (pp. 815–818).

Kim, M. K., Kim, S. M., Khera, O., and Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.

Kong, S. C., and Song, Y. (2015). An experience of personalized learning hub initiative embedding BYOD for reflective engagement in higher education. Computers and Education, 88, 227–240.

Kurbanoĝlu, S., and Akkoyunlu, B. (2016). Information Literacy and Flipped Learning. Pathways into Information Literacy and Communities of Practice: Teaching Approaches and Case Studies (pp. 53-84). Elsevier.

Le Roux, I., and Nagel, L. (2018). Seeking the best blend for deep learning in a flipped classroom–viewing student perceptions through the Community of Inquiry lens. International Journal of Educational Technology in Higher Education, 15(1), 16.

Lee, K., and Lai, Y. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(1), 8.

Liebert, C. A., Mazer, L., Merrell, S. B., Lin, D. T., and Lau, J. N. (2016). Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methods study. Surgery, 160(3), 591-598.

Lombardini, C., Lakkala, M., and Muukkonen, H. (2018). The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs. International Review of Economics Education, 29, 14–28.

Long, T., Cummins, J., and Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179–200.

Lopes, A. P., and Soares, F. (2018). Perception and performance in a flipped Financial Mathematics classroom. International Journal of Management Education, 16(1), 105–113.

Mason, G. S., Shuman, T. R., and Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.

McNally, B., Chipperfield, J., Dorsett, P., Del Fabbro, L., Frommolt, V., Goetz, S., ... and Roiko, A. (2017). Flipped classroom experiences: student preferences and flip strategy in a higher education context. Higher Education, 73(2), 281-298.

Michinov, N., Morice, J., and Ferrières, V. (2015). A step further in Peer Instruction: Using the Stepladder technique to improve learning. Computers and Education, 91, 1–13.

Morosan, C., Dawson, M., and Whalen, E. A. (2017). Using Active Learning Activities to Increase Student Outcomes in an Information Technology Course. Journal of Hospitality and Tourism Education, 29(4), 147–157.

Munir, M. T., Baroutian, S., Young, B. R., and Carter, S. (2018). Flipped classroom with cooperative learning as a cornerstone. Education for Chemical Engineers, 23, 25-33.

Murphy, J., Chang, J. M., and Suaray, K. (2016). Student performance and attitudes in a collaborative and flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 47(5), 653–673.

Nikolic, S., Ros, M., and Hastie, D. B. (2018). Teaching programming in common first year engineering: discipline insights applying a flipped learning problem-solving approach. Australasian Journal of Engineering Education, 00(00), 1–12.

Nishigawa, K., Omoto, K., Hayama, R., Okura, K., Tajima, T., Suzuki, Y., ... and Matsuka, Y. (2017). Comparison between flipped classroom and team-based learning in fixed prosthodontic education. Journal of prosthodontic research, 61(2), 217-222.

O'Connor, E. E., Fried, J., McNulty, N., Shah, P., Hogg, J. P., Lewis, P., ... and Reddy, S. (2016). Flipping radiology education right side up. Academic radiology, 23(7), 810-822.

O’Flaherty, J., and Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95.

Olitsky, N. H., and Cosgrove, S. B. (2016). The better blend? Flipping the principles of microeconomics classroom. International Review of Economics Education, 21, 1–11.

Pappalepore, I., and Farrell, H. (2017). Redressing the balance: Inverted hierarchies in the tourism classroom. Journal of Hospitality, Leisure, Sport and Tourism Education, 21, 144–153.

Patanwala, A. E., Erstad, B. L., and Murphy, J. E. (2017). Student use of flipped classroom videos in a therapeutics course. Currents in Pharmacy Teaching and Learning, 9(1), 50–54.

Quoß, M., Rüttermann, S., and Gerhardt-Szep, S. (2017). Cross-year-Peer-Assisted Learning im Inverted-Classroom-Szenario: Pilotprojekt aus der Zahnmedizin. Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen, 126, 84–93.

Ravishankar, J., Epps, J., and Ambikairajah, E. (2018). A flipped mode teaching approach for large and advanced electrical engineering courses. European Journal of Engineering Education, 43(3), 413–426.

Rivera, E. (2015). Using the Flipped Classroom Model in Your Library Instruction Course. Reference Librarian, 56(1), 34–41.

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74–84.

Roehl, A., Reddy, S. L., and Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44–49.

Rose, E., Claudius, I., Tabatabai, R., Kearl, L., Behar, S., and Jhun, P. (2016). The flipped classroom in emergency medicine using online videos with interpolated questions. The Journal of emergency medicine, 51(3), 284-291.

Saunders, A., Green, R., and Cross, M. (2017). Making the most of person-centred education by integrating flipped and simulated teaching: An exploratory study. Nurse Education in Practice, 27, 71–77.

See, S., and Conry, J. M. (2014). Flip My Class! A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6(4), 585–588.

Şengel, E. (2016). To FLIP or not to FLIP: Comparative case study in higher education in Turkey. Computers in Human Behavior, 64, 547–555.

Simpson, V., and Richards, E. (2015). Flipping the classroom to teach population health: Increasing the relevance. Nurse Education in Practice, 15(3), 162–167.

Smith, R. (2008). Learner autonomy. ELT journal, 62(4), 395-397.

Sohrabi, B., and Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups’ perceptions. Computers in Human Behavior, 60, 514–524.

Street, S. E., Gilliland, K. O., McNeil, C., and Royal, K. (2015). The flipped classroom improved medical student performance and satisfaction in a pre-clinical physiology course. Medical Science Educator, 25(1), 35-43.

Taglieri, C., Schnee, D., Camiel, L. D., Zaiken, K., Mistry, A., Nigro, S., ... and Goldman, J. (2017). Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery. Currents in Pharmacy Teaching and Learning, 9(3), 391-397.

Tan, E., Brainard, A., and Larkin, G. L. (2015). Acceptability of the flipped classroom approach for in-house teaching in emergency medicine. EMA - Emergency Medicine Australasia, 27(5), 453–459.

Tang, F., Chen, C., Zhu, Y., Zuo, C., Zhong, Y., Wang, N., ... and Liang, D. (2017). Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship. Medical education online, 22(1), 1395679.

Trpkovska, M. A., and Bexheti, L. A. (2017). Enhancing flipped classroom model implementation. 2017 6th Mediterranean Conference on Embedded Computing (MECO) (pp. 1-4). IEEE.

Wang, T. (2017). Overcoming barriers to “flip”: building teacher’s capacity for the adoption of flipped classroom in Hong Kong secondary schools. Research and Practice in Technology Enhanced Learning, 12(1), 6.

Wilsdorf, D. (1991). Schlüsselqualifikationen: die Entwicklung selbständigen Lernens und Handelns in der industriellen gewerblichen Berufsausbildung. München: Lexika Verlag.

Wozny, N., Balser, C., and Ives, D. (2018). Evaluating the flipped classroom: A randomized controlled trial. Journal of Economic Education, 49(2), 115–129.

Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251–260.

Zainuddin, Z., and Attaran, M. (2016). Malaysian students’ perceptions of flipped classroom: a case study. Innovations in Education and Teaching International, 53(6), 660–670.

Zingaro, D., and Porter, L. (2014). Peer Instruction in computing: The value of instructor intervention. Computers and Education, 71, 87–96.




DOI: https://doi.org/10.17509/invotec.v16i1.23510

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Innovation of Vocational Technology Education

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Lisensi Creative Commons
This work is licensed under a Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.

View My Stats