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Implementation of the flipped classroom approach for promoting college students’ deeper learning

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A Correction to this article was published on 22 February 2023

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Abstract

The emergence of advanced information technology has revolutionized education and accentuated the demand for high-quality learning. However, many teachers fall short of using technology effectively and optimizing instructional design to promote deeper learning. To address this issue, this study proposes a four-element flipped learning model, which employs the Rain Classroom platform to facilitate a deeper learning environment for the development of students’ deeper learning competencies. A total of 102 college students enrolled in the Introductory Educational Technology course participated in this study. Over 16 weeks, the experimental group students (n = 52) were exposed to the flipped learning approach for deeper learning while the control group students (n = 50) studied under the traditional teaching model. At the end of the course, the effects of the flipped classroom on deeper learning were examined. The results revealed that the flipped classroom students exhibited higher levels of deeper learning (d = .64) and perceived deeper learning competencies (d = .50–0.62) than their traditional classroom counterparts. In addition, the four elements were found to be predictive of students’ deeper learning competencies in the cognitive (R2 = .63), interpersonal (R2 = .51), and intrapersonal (R2 = .58) domains. Implications and recommendations for promoting college students’ deeper learning are provided.

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Acknowledgements

The authors would like to thank the anonymous reviewers' valuable feedback. We also thank Ms. Alexandra Zakharova for her efforts with proofreading.

Funding

This study was supported by the 2019 Guangdon Higher Education Teaching Reform Project and the 2019 Philosophy and Social Science Planning Project of Guangdong Province (No. GD19CJY19).

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  1. School of Computer Science and Intelligence Education, Lingnan Normal University, Guangdong, China

    Dandan Shen

  2. Doctoral Program of Educational Leadership and Technology Management, Tamkang University, New Taipei, Taiwan, ROC

    Dandan Shen

  3. Department of Educational Technology, Tamkang University, New Taipei, Taiwan, ROC

    Chiung-Sui Chang

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Dandan Shen implemented the research framework. Dandan Shen and C. S. Chang, contributed to prepared, revised and approved the manuscript.

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Correspondence to Chiung-Sui Chang.

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Shen, D., Chang, CS. Implementation of the flipped classroom approach for promoting college students’ deeper learning. Education Tech Research Dev 71, 1323–1347 (2023). https://doi.org/10.1007/s11423-023-10186-4

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