A Qualitative Investigation of Student Engagement in a Flipped Classroom

Autor/inn/en	Steen-Utheim, Anna Therese; Foldnes, Njål
Titel	A Qualitative Investigation of Student Engagement in a Flipped Classroom
Quelle	In: Teaching in Higher Education, 23 (2018) 3, S.307-324 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1379481
Schlagwörter	Foreign Countries; Qualitative Research; Learner Engagement; Blended Learning; Undergraduate Students; Semi Structured Interviews; College Mathematics; Mathematics Instruction; Student Attitudes; Active Learning; Introductory Courses; Content Analysis; Norway + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Aktives Lernen; Einführungskurs; Inhaltsanalyse; Norwegen
Abstract	The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using flipped classroom and the second semester using lectures, where both teaching modes contained a substantial amount of active learning. Overall, students report a more positive learning experience and higher engagement in the flipped classroom. The analysis revealed seven categories that the students highlight as especially conducive to their learning; commitment to peers, being recognized, feeling safe, instructor relationship, physical learning environment, learning with peers and using videos to learn new content. The results indicate that the affective dimension of student engagement is particularly prominent when students reflect upon learning in the flipped classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01