A qualitative investigation of student engagement in a flipped classroom. Issue 3 (3rd April 2018)

• Record Type: Journal Article
• Authors: Steen-Utheim, Anna Therese; Foldnes, Njål
• Is Part Of: Teaching in higher education. Volume 23:Issue 3(2018)
• Page Start: 307
• Page End: 324
• Publication Date: 2018-04-03
• Subjects: Flipped classroom -- learning -- student engagement -- qualitative methods -- higher education; College teaching -- Periodicals; Education, Higher -- Evaluation -- Periodicals; Education, Higher -- Aims and objectives -- Periodicals; 378.1205
• DOI: 10.1080/13562517.2017.1379481
• Languages: English
• ISSNs: 1356-2517

Abstract

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.