You are here:

Ingredients for a positive view of Flipped Classroom in higher education
PROCEEDING

, , , , , , University of Eastern Finland, Finland

EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

New ways of teaching and learning in higher education are required to meet the needs of the 21st century work life and society. One possible way to change pedagogy is the Flipped Classroom (FC) pedagogical approach. Particularly from the teaching perspective, pedagogy should be able to teach 21st century skills in addition to the content. Students’ satisfaction with new approaches on teaching and learning is important. Therefore, it is interesting to see which factors predict positive experiences for the students. This study investigates with quantitative data different aspects that seems to predict student satisfaction within FC courses. In addition, the results are explored to understand differently satisfied students. Based on the results, guidance with the studying method, safe atmosphere for learning, teaching that is aimed for understanding, pedagogical content knowledge and constructive feedback predicts satisfaction for FC. Six of the selected areas could not be used to predict student satisfaction. Statistically significant differences were found in the groups of differently satisfied students. Based, on the results, these factors predicting satisfaction for FC should be considered when planning to use and using Flipped Classroom as pedagogical approach.

Citation

Sointu, E., Valtonen, T., Kankaanpää, J., Hyypiä, M., Heikkinen, L. & Hirsto, L. (2019). Ingredients for a positive view of Flipped Classroom in higher education. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1690-1697). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .