An Examination of the Flipped Classroom Approach on College Student Academic Involvement

Autor/inn/en	McCallum, Shelly; Schultz, Janel; Sellke, Kristen; Spartz, Jason
Titel	An Examination of the Flipped Classroom Approach on College Student Academic Involvement
Quelle	In: International Journal of Teaching and Learning in Higher Education, 27 (2015) 1, S.42-55 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Teaching Methods; Video Technology; Homework; Undergraduate Students; Focus Groups; Student Surveys; Academic Achievement; Notetaking; Active Learning; Teacher Student Relationship; Peer Relationship; Cooperative Learning; Student Characteristics; Technology Uses in Education; College Mathematics; Calculus; Mathematics Instruction; Student Participation; Lecture Method; Blended Learning; Interviews; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Hausaufgabe; Schülerbefragung; Schulleistung; Aktives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interviewing; Interviewtechnik; Qualitative Forschung; Statistische Analyse
Abstract	Colleges and universities remain attentive to developing and supporting ways to foster student academic success. These efforts have taken on more importance as student success, commonly measured by student learning achievement, has failed to meet expectations. For colleges and universities, the flipped classroom represents a student-centered method of fostering academic involvement that is recognized as a positive contributor to student success. This exploratory study examined the flipped classroom's influence on student academic, student peer-to-peer and student-faculty involvement. The study involved 60 undergraduate students (28 male, 32 female) from three flipped classrooms consisting of courses in mathematics and business. Focus group interviews were conducted to gather student feedback regarding their behaviors and classroom engagement. Additionally, a brief survey was administered to collect demographic information as well as quantitative data regarding student perceptions. Findings indicated student academic involvement was present through note taking, viewing video lectures, active in-class learning and collaboration. Students cited peer-to-peer and student-faculty engagement as essential to relationship building, peer learning, and meaningful involvement with faculty. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01