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research-article

The impact of a flipped classroom design on learning performance in higher education

Authors:

Ngoc Thuy Thi Thai,

Martin ValckeAuthors Info & Claims

Computers & Education, Volume 107, Issue C

Pages 113 - 126

https://doi.org/10.1016/j.compedu.2017.01.003

Published: 01 April 2017 Publication History

Abstract

The present study examines the differential impact of studying in a Flipped Classroom (FC) setting, as compared to a Blended Learning (BL), a Traditional Learning (TL), and an E-Learning (EL) setting on learning performance, self-efficacy beliefs, intrinsic motivation, and perceived flexibility. Participants were second year undergraduate students (N=90), enrolled in the Invertebrates course in Can Tho University (Vietnam). Participants were randomly assigned to one of the four experimental conditions (TL n=22, BL n=22, FC n=23, EL n=23). Two instructional elements - (1) lectures and (2) guiding questions - were presented through two different modes (online and face-to-face). In the blended conditions (BL and FC) the mode of these elements were altered. The results show that learning performance was superior in the FC setting as compared to other learning settings TL (Cohens' d=1.58), EL (Cohens' d=1.01) and BL (Cohens' d=0.71). Students in the BL setting had a higher learning performance as compared to the EL setting. In addition, we observed that studying in a FC setting had a positive effect on self-efficacy beliefs and intrinsic motivation, but not on perceived flexibility. These findings suggest that the FC setting could be a promising way of enhancing students learning performance. A flipped classroom results in higher learning performance compared to Face-to-Face and Fully E-Learning.A blended learning design results in higher learning outcomes compared to Fully E-Learning.Blended learning has significant effect on self-efficacy and intrinsic motivation as compared to Fully E-Learning.

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Solano LMorocho CUlehlova E(2023)Flipped Classroom for Teaching English in Ecuadorian Distance Higher EducationProceedings of the 2023 4th International Conference on Education Development and Studies10.1145/3591139.3591145(47-54)Online publication date: 17-Mar-2023
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cover image Computers & Education

Computers & Education Volume 107, Issue C

April 2017

165 pages

ISSN:0360-1315

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Copyright © Elsevier Ltd.

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Elsevier Science Ltd.

United Kingdom

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Published: 01 April 2017

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Solano LMorocho CUlehlova E(2023)Flipped Classroom for Teaching English in Ecuadorian Distance Higher EducationProceedings of the 2023 4th International Conference on Education Development and Studies10.1145/3591139.3591145(47-54)Online publication date: 17-Mar-2023
https://dl.acm.org/doi/10.1145/3591139.3591145
Mohammadi M(2023)Researching and Transferring Blended Learning Experiences to Software Development PracticesACM SIGSOFT Software Engineering Notes10.1145/3573074.357309048:1(63-66)Online publication date: 17-Jan-2023
https://dl.acm.org/doi/10.1145/3573074.3573090
Al-Said KKrapotkina IGazizova FMaslennikova N(2023)Distance learning: studying the efficiency of implementing flipped classroom technology in the educational systemEducation and Information Technologies10.1007/s10639-023-11711-x28:10(13689-13712)Online publication date: 31-Mar-2023
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Sharom KNa K(2022)The Effects of the Flipped Classroom on Primary School Students' Writing Performance in EnglishInternational Journal of Computer-Assisted Language Learning and Teaching10.4018/IJCALLT.30119512:1(1-22)Online publication date: 26-May-2022
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