You are here:

To What Extent Does 'Flipping' Make Lessons Effective in a Multimedia Production Class?


IETI Volume 55, Number 1, ISSN 1470-3297


This study examines the effects of a flipped classroom in a technology integration course for pre-service teachers. In total, 79 students were randomly assigned into a flipped classroom or a traditional classroom group and given three multimedia production tasks. Students in the flipped group reviewed an e-book for lessons on multimedia productions before a face-to-face class and participated in interactive learning activities in class while the control group students had traditional computer lab instructions with no pre-assignment tasks. Student performance in three learning tasks was compared between groups. The study results revealed that the flipped classroom group performed the learning tasks significantly better than the control group and that the image production task was the most challenging among the three tasks. The effects of the flipped classroom were most evident in the image production task. The student perception survey also showed positive attitudes towards the flipped classroom among the experimental group.


Choi, J. & Lee, Y. (2018). To What Extent Does 'Flipping' Make Lessons Effective in a Multimedia Production Class?. Innovations in Education and Teaching International, 55(1), 3-12. Retrieved August 24, 2019 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.