Active Learning in Flipped Classroom and Tutorials: Complementary or Redundant?

Autor/inn/en	Mason, Matthew J.; Gayton, Angela M.
Titel	Active Learning in Flipped Classroom and Tutorials: Complementary or Redundant?
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 16 (2022) 2, Artikel 6 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Active Learning; Flipped Classroom; Undergraduate Students; Student Attitudes; Traditional Schools; Lecture Method; Tutoring; Small Group Instruction; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Flipped classrooms; Flip teaching; Inverted teaching; Schülerverhalten; Traditioneller Unterricht; Förderkonzept; Nachhilfeunterricht; Großbritannien
Abstract	Cambridge undergraduates have regular active-learning opportunities in small-group tutorials, in which they solve problems and discuss ideas based on course material. Would they see any value in performing similar tasks in flipped-classroom settings, or would they regard the introduction of a second active-learning modality as redundant? Following the replacement of traditional lectures with flipped teaching within three physiology courses, with tutorials ongoing, questionnaire responses showed that students felt that they learned and understood more, and felt better-prepared for exams. Although similarities were recognised, the context of the active learning evidently made flipped classroom and tutorial teaching feel very different, probably because of the different levels of attention from the instructors. Questionnaire and interview comments suggested a complementarity between the two approaches, in that engaging with problems within a flipped classroom could give students more confidence in tutorials and in essay-writing, while tutorials offered more opportunities for individually-tailored feedback. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01