Exploring the difficulty on students’ preparation and the effective instruction in the flipped classroom

This study aims to find out how students prepared for a flipped classroom and to examine what type of instruction could effectively guide students to do pre-class preparation. We conducted case studies for over two years in a physiology class at a Japanese university. In a survey performed in 2017, students were asked to participate in a questionnaire and an interview. Their responses in the questionnaire indicated that there was a clear and positive correlation between their class preparation time and individual grades, while class preparation of some students was proven not so productive or efficient. By the same token, the student interview made clear that students were not well informed of what to focus on or how to prepare appropriately for the flipped classes. Based on the 2017 findings, we started to share learning objectives with students for their pre-class preparation in the 2018 course. Amid and after the 2018 spring semester, questionnaires were administered to examine the effectiveness of instructions for preparation, and of sharing learning objectives to measure the level of students’ metacognition. As a result, the students who continuously review the learning objectives achieved significantly higher grades than the students who did not. We also found that the level of students’ metacognition exerted a stronger influence on their grades than the amount of effort invested in reviewing the learning objectives for pre-class preparation. In conclusion, our study suggests that instructors should design a comprehensive flipped class model which maximizes the benefit of pre-class preparation time by envisioning that students’ preparation would be more sustainable and effective with proper guidance.

[1]  Diane Knight,et al.  Using the Flipped Classroom in Graduate Nursing Education , 2013, Nurse educator.

[2]  Linda E. Green,et al.  A comparison between flipped and lecture-based instruction in the calculus classroom , 2016 .

[3]  Cynthia Beel-Bates,et al.  Quantitative Outcomes for Nursing Students in a Flipped Classroom , 2015 .

[4]  Richard J. Hamilton.  A Framework for the Evaluation of the Effectiveness of Adjunct Questions and Objectives , 1985 .

[5]  R. Yilmaz,et al.  An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom , 2017, Educational Technology Research and Development.

[6]  Philip David Zelazo,et al.  Contemplation in the Classroom: a New Direction for Improving Childhood Education , 2015 .

[7]  M. David Merrill,et al.  First principles of instruction , 2012 .

[8]  Ron Lamb,et al.  Flipping Freshman Mathematics , 2015 .

[9]  Debra K. Meyer,et al.  Cognitive learning strategies and college teaching , 1991 .

[10]  Aaron Sams,et al.  Flip Your Classroom: Reach Every Student in Every Class Every Day , 2012 .

[11]  Gertrud L. Kraut.  Inverting an Introductory Statistics Classroom , 2015 .

[12]  B. Zimmerman.  A social cognitive view of self-regulated academic learning. , 1989 .

[13]  Min Kyu Kim,et al.  The experience of three flipped classrooms in an urban university: an exploration of design principles , 2014, Internet High. Educ..

[14]  A. Bandura.  Perceived Self-Efficacy in Cognitive Development and Functioning , 1993, Educational Psychologist.

[15]  L. Cronbach.  Coefficient alpha and the internal structure of tests , 1951 .

[16]  Michael K. Seery,et al.  Flipped learning in higher education chemistry: emerging trends and potential directions , 2015 .

[17]  Laura Anderson,et al.  An Experiment in “Flipped” Teaching in Freshman Calculus , 2015 .

[18]  C. Phillips,et al.  The use of flipped classrooms in higher education: A scoping review , 2015, Internet High. Educ..

[19]  Randall S. Davies,et al.  Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course , 2013 .

[20]  Khe Foon Hew,et al.  A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research , 2017, Res. Pract. Technol. Enhanc. Learn..

[21]  Charles T. Jahren,et al.  A systematic review of research on the flipped learning method in engineering education , 2018, Br. J. Educ. Technol..

[22]  Chung Kwan Lo,et al.  Applying "First Principles of Instruction" as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects , 2018, Comput. Educ..

[23]  Kathleen E. Cook,et al.  Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course , 2013, IEEE Transactions on Education.

[24]  D. Glance,et al.  Flipping the sociology classroom: Towards a practice of online pedagogy , 2013 .

[25]  Jean S Bernard.  The Flipped Classroom: Fertile Ground for Nursing Education Research , 2015, International journal of nursing education scholarship.

[26]  Chiaki Iwasaki.  Faculty Support for Effective Flipped Classrooms in Higher Education , 2017, 2017 International Symposium on Educational Technology (ISET).

[27]  Susan A. Ariew,et al.  National Survey of Student Engagement , 2003 .

[28]  Lynn Summers,et al.  Flipping the Classroom to Improve Student Performance and Satisfaction , 2022 .

[29]  M. Rhodes,et al.  Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice , 2016, Educational Psychology Review.

[30]  C. J. Bailey,et al.  The Flipped Classroom: A Modality for Mixed Asynchronous and Synchronous Learning in a Residency Program , 2014, The western journal of emergency medicine.

[31]  Abbie Brown,et al.  Design experiments: Theoretical and methodological challenges in creating complex interventions in c , 1992 .

[32]  B. Zimmerman,et al.  Self-regulation of learning and performance: Issues and educational applications. , 1994 .

[33]  Jeremy F. Strayer.  How learning in an inverted classroom influences cooperation, innovation and task orientation , 2012 .

[34]  G. Pazzaglia,et al.  Enhancing student engagement using the flipped classroom. , 2015, Journal of nutrition education and behavior.

[35]  Stefanie P Ferreri,et al.  Redesign of a Large Lecture Course Into a Small-Group Learning Course , 2013, American Journal of Pharmaceutical Education.

[36]  Katrina Palmer,et al.  Flipping a Calculus Class: One Instructor’s Experience , 2015 .

[37]  Scott A. Reid,et al.  Impact of the Flipped Classroom on Student Performance and Retention: A Parallel Controlled Study in General Chemistry , 2016 .

[38]  Susan M. Land,et al.  Metacognition and Self-Regulated Learning in Student-Centered Learning Environments , 2012 .

[39]  B. Zimmerman.  Becoming a Self-Regulated Learner: Which Are the Key Subprocesses?. , 1986 .

[40]  Shannon M Guerrero,et al.  Flipping Undergraduate Finite Mathematics: Findings and Implications , 2015 .

[41]  Andrew A. Tawfik,et al.  Using a Flipped Classroom Approach to Support Problem-Based Learning , 2015, Technology, Knowledge and Learning.

[42]  Dylan M Glatt,et al.  The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School , 2014, Academic medicine : journal of the Association of American Medical Colleges.

[43]  R. Kornhaber,et al.  The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education. , 2016, Nurse education today.

[44]  Kui Xie,et al.  The role of self-regulated learning in students' success in flipped undergraduate math courses , 2018, Internet High. Educ..

[45]  Melissa J. Geist,et al.  Flipped Versus Traditional Instruction and Achievement in a Baccalaureate Nursing Pharmacology Course , 2015, Nursing education perspectives.

[46]  Khe Foon Hew,et al.  Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education , 2017 .

[47]  Baki Cavlazoglu,et al.  Flipping a College Calculus Course: A Case Study , 2015, J. Educ. Technol. Soc..

[48]  Gregory Schraw,et al.  Assessing metacognitive awareness , 1994 .