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Appears in:
Pages: 9487-9494
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0076

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

EXAMINING STEM-BASED FLIPPED CLASSROOMS IN HIGHER EDUCATION: A REVIEW OF THE LITERATURE

R. Kay, K. Dermott

University of Ontario Institute of Technology (CANADA)
The flipped classroom reverses the typical sequence of listening to a lecture in class followed by completing assigned work at home, to an approach where students watch video lectures online before class, then participate in problem-solving and application-based exercises in class with the instructor acting as a guide. Previous literature reviews have been somewhat unsystematic (Uzunboylu & Karagozlu, 2015), limited in scope (Zuber, 2016) or focussed exclusively on nursing (Betihavas, Bridgman, Kornhaber & Cross, 2016; Presti, 2016). It is argued that there are specific affordances in STEM subject areas that need to be addressed when implementing a flipped learning approach. The purpose of the current paper was to conduct a review of the literature the use of flipped classrooms in STEM-focussed higher education classrooms. Thirty-nine papers were reviewed in the areas of science, technology, engineering and mathematics. First, an analysis is provided of student attitudes toward flipped classrooms (compared to traditional classrooms), videos, pedagogy used, and class atmosphere. Second, the benefits of flipped classrooms are discussed including perceptions of learning, engagement, student confidences, collaboration, use of class time and assessment. Third, challenges associated with the flipped classroom are reviewed including difficulty focusing, video quality, inability to ask questions, learning references, class preparation, classroom interactions, and workload. Next, the impact of flipped classrooms on learning performance is presented. Finally, limitations in previous research and future opportunities are explored.
@InProceedings{KAY2018EXA2,
author = {Kay, R. and Dermott, K.},
title = {EXAMINING STEM-BASED FLIPPED CLASSROOMS IN HIGHER EDUCATION: A REVIEW OF THE LITERATURE},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0076},
url = {http://dx.doi.org/10.21125/iceri.2018.0076},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {9487-9494}}
TY - CONF
AU - R. Kay AU - K. Dermott
TI - EXAMINING STEM-BASED FLIPPED CLASSROOMS IN HIGHER EDUCATION: A REVIEW OF THE LITERATURE
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0076
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 9487
EP - 9494
ER -
R. Kay, K. Dermott (2018) EXAMINING STEM-BASED FLIPPED CLASSROOMS IN HIGHER EDUCATION: A REVIEW OF THE LITERATURE, ICERI2018 Proceedings, pp. 9487-9494.
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