The Flipped Classroom and Cooperative Learning: Evidence from a Randomised Experiment

Autor/in	Foldnes, Njål
Titel	The Flipped Classroom and Cooperative Learning: Evidence from a Randomised Experiment
Quelle	In: Active Learning in Higher Education, 17 (2016) 1, S.39-49 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787415616726
Schlagwörter	Blended Learning; Cooperative Learning; Evidence; Randomized Controlled Trials; Instructional Effectiveness; Program Implementation; Scores; Foreign Countries; Pretests Posttests; Teamwork; Lecture Method; Comparative Analysis; Educational Benefits; Outcomes of Education; Norway + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Evidenz; Unterrichtserfolg; Ausland; Bildungsertrag; Lernleistung; Schulerfolg; Norwegen
Abstract	This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture-based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With this implementation, student examination scores did not differ between the lecture classes and the flipped classroom. The second implementation was organised with cooperative learning activities. In a randomised control-group pretest-posttest experiment, student scores on a post-test and on the final examination were significantly higher for the flipped classroom group than for the control group receiving traditional lectures. This demonstrates that the classroom flip, if properly implemented with cooperative learning, can lead to increased academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01