Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

Research output: Journal PublicationsJournal Article (refereed)

Abstract

Aim/Purpose:
The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as
FOCUSED, for postgraduate students.

Background:
The flipped classroom approach is a trendy blended learning pedagogy which
capitalizes on the flexibility of online learning and the stimulating nature of
face-to-face discussion. This article describes a pilot study involving postgraduate students who experienced the flipped classroom approach in one of their courses.

Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience.

Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

Keywords blended learning, flipped classroom, online learning, peer interactions, postgraduate students
Original languageEnglish
Pages (from-to)51-59
JournalIssues in Informing Science and Information Technology
Volume16
DOIs
Publication statusPublished - Apr 2019
EventInSITE 2019 : Informing Science + IT Education Conferences - Jerusalem, Israel
Duration: 30 Jun 20194 Jul 2019
https://www.informingscience.org/Conferences/InSITE2019/Overview

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classroom
learning
student
Blended Learning
flexibility
interaction
group discussion
video
methodology
Values
experience
Group

Bibliographical note

Paper presented at InSITE2019 : Informing Science + IT Education Conference.

Cite this

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title = "Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students",
abstract = "Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known asFOCUSED, for postgraduate students.Background: The flipped classroom approach is a trendy blended learning pedagogy whichcapitalizes on the flexibility of online learning and the stimulating nature offace-to-face discussion. This article describes a pilot study involving postgraduate students who experienced the flipped classroom approach in one of their courses.Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience.Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.Keywords blended learning, flipped classroom, online learning, peer interactions, postgraduate students",
author = "NG, {Eugenia M. W.}",
note = "Paper presented at InSITE2019 : Informing Science + IT Education Conference.",
year = "2019",
month = "4",
doi = "10.28945/4290",
language = "English",
volume = "16",
pages = "51--59",
journal = "Issues in Informing Science and Information Technology",
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}

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T1 - Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

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PY - 2019/4

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N2 - Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known asFOCUSED, for postgraduate students.Background: The flipped classroom approach is a trendy blended learning pedagogy whichcapitalizes on the flexibility of online learning and the stimulating nature offace-to-face discussion. This article describes a pilot study involving postgraduate students who experienced the flipped classroom approach in one of their courses.Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience.Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.Keywords blended learning, flipped classroom, online learning, peer interactions, postgraduate students

AB - Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known asFOCUSED, for postgraduate students.Background: The flipped classroom approach is a trendy blended learning pedagogy whichcapitalizes on the flexibility of online learning and the stimulating nature offace-to-face discussion. This article describes a pilot study involving postgraduate students who experienced the flipped classroom approach in one of their courses.Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience.Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.Keywords blended learning, flipped classroom, online learning, peer interactions, postgraduate students

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JO - Issues in Informing Science and Information Technology

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