Abstract:

Flipped classroom is an instructional approach that switches the sequence of teaching and learning activities in classroom and homework (Gilboy, Hienerichs, & Pazzaglia, 2015). Current literature focuses on technologies used in the flipped classroom, comparison on the educational outcomes between the flipped classroom and face-to-face or online classroom (for example, final examination scores, student satisfaction and attendance rate). However, only a few of them focus on pedagogical understanding of how flipped classroom engages students in learning. This paper aims to fill this gap.

This paper begins with reviewing the current literature on design of the flipped classroom that engages students from teachers’ perspective: The FLIP model (Hamdan et al., 2013), and from students’ perspective: The FLIPPED model (Chen et al., 2014). In addition, other factors that may affect motivation to engage in a flipped classroom are discussed: perceived usefulness of flipped learning (Yoshida, 2016), perceived ease of use (Long et al., 2016), and sense of urgency (Yeh, 2015). Finally, a new model on the flipped classroom with a focus on engaging students, including a new bilingual scale (English and Chinese) that measures student engagement in the flipped classroom, is suggested.

References:
[1] Chen, Y., Wang, Y., Kinshuk, & Chen, N. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. doi:10.1016/j.compedu.2014.07.004
[2] Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. doi:10.1016/j.jneb.2014.08.008
[3] Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). The flipped learning model: A white paper based on the literature review. Retrieved from http://flippedlearning.org/wp-content/uploads/2016/07/WhitePaper_FlippedLearning.pdf
[4] Long, T., Logan, J., Cummins, J., & Waugh, M. (2016). Students’ and instructor’s attitudes and receptions of the viability of using a flipped classroom instructional model in a technology-enabled active learning (TEAL) classroom: A preliminary study. Journal of Teaching and Learning with Technology, 5(1), 46-58.
[5] Yeh, P. (2015, Tuesday, 19 May, 2015). How to Ensure the Success of Flipped Teaching? Retrieved from http://cei.ust.hk/event/how-ensure-success-flipped-teaching
[6] Yoshida, H. (2016). Perceived Usefulness of “Flipped Learning” on Instructional Design for Elementary and Secondary Education: With Focus on Pre-service Teacher Education. International Journal of Information and Education Technology, 6(6).

Keywords:

Flipped Classroom, Blended Learning, Engagement, Pedagogical Design.