Abstract
In recent years, the flipped classroom approach has attracted much attention from educators around the world. However, we still understand little about how we can structure the pre-class, and in-class activities in a coherent way that could engage students. The purpose of this study is to examine the use of the 5-E instructional model in order to foster students’ active learning in a flipped learning environment. A two-case mixed-method study was conducted, involving the teachers and students from two different postgraduate courses Engaging Adult Learners, and E-Learning Strategies. Both the quantitative and qualitative data collection methods such as student survey and interviews were conducted. The results suggested that 92% of participant strongly agreed or agreed that flipped classroom is more engaging than traditional classroom instruction, and 81% reported that the flipped classroom approach gave them more time to discuss issues or solve problems. Interview data suggested three main reasons for the overall positive student perception of flipped classroom’s impact on their learning.
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Hew, K.F., Zhu, Y., Lo, C.K. (2018). Designing and Evaluating Postgraduate Courses Based on a 5E-Flipped Classroom Model: A Two-Case Mixed-Method Study. In: Cheung, S., Lam, J., Li, K., Au, O., Ma, W., Ho, W. (eds) Technology in Education. Innovative Solutions and Practices. ICTE 2018. Communications in Computer and Information Science, vol 843. Springer, Singapore. https://doi.org/10.1007/978-981-13-0008-0_11
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