Flipped Learning Design: Experiences in Making Students Engaged
Mei-Chin Lin, Gregory Ching, Graduate School of Educational Leadership and Development, Fu Jen Catholic University, Taiwan, ROC, Taiwan
EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper is a report on the feedback of students enrolled in an Educational Foundation course utilizing a flipped learning design. Within the concepts of flipping the classroom, students are expected to go through, read, and learn the lesson materials in advanced prior to coming to class, while class time are reserved for more in-depth class discussions, analyzing, and synthesizing the lesson topics. Within the entire 18 weeks long semester, 6 topics were carefully chosen as the focus of the flipped learning design. Various in-class activities are then designed not only focusing on individual sharing, but instead on group discussions and presentations. Results show that students rank their overall learning satisfaction with 4.23 (5 point Likert type scale). Lastly, students also noted that to be able to learn together, to express their opinions, while also learning to listen to others; all of which are key factors in promoting a healthy rapport between students.
Lin, M.C. & Ching, G. (2016). Flipped Learning Design: Experiences in Making Students Engaged. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1370-1373). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)