Using the Flipped Classroom Approach to Stimulate Deep Learning in Large Classrooms


This project used the Flipped Classroom approach to stimulate deep learning in large classrooms during the film module of a Diploma in Performing Arts course at Sunway University, Malaysia. In the flipped class, students first watched online lectures as homework, and then completed their assignments and practical work in class where the lecturers were present to help the students, in addition to the advantage of students being able to help one another. Apart from the blended learning approach, the in-class learning activities included inquiry-based learning, active learning, and peer-learning. Data was gathered from questionnaires filled out by the students and from short interviews with the students, as well as from the teacher’s reflective journals. The findings verified that the flipped classrooms were able to remodel large lecture classes into active-learning classes. The possibility of individualised learning for the students was high as a result of the teacher’s ability to have one-on-one tutoring through technology-infused lessons. It is imperative that the in-class learning activities needs to be especially purposeful in design to increase the students’ curiosity and to engage them to develop higher-order thinking skills and, ultimately, to become life-long learners. This project also concluded that flipped classrooms had promising impact for student learning and achievement in a Performing Arts course in Malaysia.

Author Information
Brenda Danker, Sunway University, Malaysia

Paper Information
Conference: ACSET2014
Stream: Education and Technology: Teaching

This paper is part of the ACSET2014 Conference Proceedings (View)
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Posted by James Alexander Gordon