TechTrends

, Volume 57, Issue 6, pp 14–27 | Cite as

Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN

  • Jacob Enfield
Original Paper

Abstract

Scholars and practitioners have reported the positive outcomes of a flipped, or inverted, approach to instruction (Baker, 2000; Lage, Platt, & Treglia, 2000; Bergmann, 2011; Wright, 2011; Pearson, 2012; Butt, 2012; Bates, 2012). While many of the reports are anecdotal, the sheer number of instructors that have reported successful implementation of the strategy provides some evidence of its powerful use as an instructional method. This study provides a detailed case in which one approach of the Flipped Classroom Model of Instruction was applied in two classes at California State University Northridge. Student reports suggest that the approach provided an engaging learning experience, was effective in helping students learn the content, and increased self-efficacy in their ability to learn independently. Additionally, challenges and potential solutions to those challenges are discussed.

Keywords

Flipped Classroom Technology Integration Instructional Videos 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. ATI (2013) Accessibility Technology Initiative. Retrieved May 28, 2013, from http://www.csus.edu/accessibility/ati.html
  2. Butt, A. (2012) Student views on the use of lecture time and their experience with a flipped classroom approach. Available at SSRN: http://ssrn.com/abstract=2195398
  3. Baker, J. W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning, Jacksonville, Florida, United States.Google Scholar
  4. Bates, S. & Galloway, R. (2012). The inverted classroom in a large enrolment introductory physics course: A case study. Retrieved from http://www.heacademy.ac.uk/ assets/documents/stem-conference/PhysicalSciences/ Simon_Bates_Ross_Galloway.pdf Captioning (2013) California State University Northridge Information Technology. Retrieved May 28, 2013, from http://www.csun.edu/it/captioning
  5. Lage, M.J., Platt, G.J. and Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43.Google Scholar
  6. Millard, E. (2012, December). 5 Reasons Flipped Classrooms Work: Turning lectures into homework to boost student engagement and increase technology fueled creativity. University Business.com, 26–29. http://www.universitybusiness.com/article/5-reasons-flipped-classrooms-work.
  7. Milman, N. (2012) The flipped classroom strategy: What is it and how can it be used? Distance Learning ,9(3), 85–87.Google Scholar
  8. Mull, B. (2012, March 29) Flipped learning: A response to five common criticisms. November Learning. http:// novemberlearning.com/resources/articles/flipped learning-a-response-to-five-common-criticisms-article.Google Scholar
  9. Pearson, G. (2012) Biology teacher’s Flipped Classroom: ‘A simple thing, but it’s so powerful’. Education Canada, 52(5). http://www.cea-ace.ca/education-canada/ article/biology-teacher%E2%80%99s-flipped-classroom-%E2%80%98-simple-thing-it%E2%80%99s-so- powerful%E2%80%99
  10. Fulton, K.P. (2012) 10 Reasons to Flip. New Styles of Instruction, 94(2), 20–24.Google Scholar
  11. Watson, S.L., & Reigeluth, C.M. (2008). The learner-centered paradigm of education. Educational Technology, 48(5), 42–48.Google Scholar
  12. Wright, S. (2011). The Flip: Why I use it, How I use it. Retrieved May 15, 2013, from http://blogs.kqed.org/ mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it

Copyright information

© Association for Educational Communications and Technology 2013

Authors and Affiliations

  • Jacob Enfield
    • 1
  1. 1.California State University NorthridgeLong BeachUSA

Personalised recommendations