Flipped classrooms have recently emerged as a result of technological, instructional and pedagogical developments. They reflect a specific approach to blended learning in which direct instruction is shifted outside the classroom (in an online learning environment) through the use of digital technologiesGiven the dearth of research on the use and effectiveness of this new blended learning approach in higher education, there is a need to examine students’ perspectives and experiences in flipped classrooms. A study was thus undertaken using a mixed-methods research design. It involved 15 students enrolled in a 45-hour module of a Bachelor of Education programme designed and implemented using the flipped classroom approach. Half of the module sessions were delivered online and the remaining sessions were delivered face to face. Moodle was used as the Learning Management System (LMS). The aim of this study was to explore students’ perspectives and experiences in a flipped classroom. Qualitative and quantitative data were gathered from students’ online reflection logs, focus group discussions, online activity logs and questionnaires. Although it was the first time that the students’ were participating in an online learning environment, data analysed from multiple sources indicate that they had more positive learning experiences than negative ones. The study findings contribute to the knowledge base for effective design and implementation of blended learning using a flipped classroom approach. Moreover, they inform practitioners and researchers of some of the factors that need consideration in the use of flipped classrooms with higher education students.
Oogarah-Pratap Brinda, Mauritius Institute of Education, Mauritius
Gungadeen Anuradha, Mauritius Institute of Education, Mauritius
Stream: Technology enhanced and distance learning
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