Too much, too soon? A critical investigation into factors that make Flipped Classrooms effective

Darren P.M. Comber*, Mirjam Brady-Van den Bos

*Corresponding author for this work

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The Flipped Classroom (FC) method is used widely in higher education, with studies claiming various benefits. However, to date, little work has focused on what makes FCs effective for student learning. This study presents data collected from interviews with 14 UK-based undergraduate students, investigating their perceptions of participating in a series of FC sessions. Findings indicate that the FC format discouraged a significant number of students from attending. However, students who did attend the flipped classes reported valuing the resultant learning opportunities and enjoying the experience. This study sheds light on the learning process within the FC. Challenges in implementing the FC were highlighted both by students who attended and by those who did not. We conclude that implementing the FC should not be undertaken lightly or be seen as a quick fix; at minimum, it requires staff willingness and opportunities for engagement and peer learning.

Original languageEnglish
Pages (from-to)683-697
Number of pages15
JournalHigher Education Research and Development
Volume37
Issue number4
Early online date2 Apr 2018
DOIs
Publication statusPublished - 30 Apr 2018

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Keywords

  • Flipped Classroom
  • learning
  • learning gain
  • psychology

ASJC Scopus subject areas

  • Education

Cite this

Too much, too soon? A critical investigation into factors that make Flipped Classrooms effective. / Comber, Darren P.M.; Brady-Van den Bos, Mirjam.

In: Higher Education Research and Development, Vol. 37, No. 4, 30.04.2018, p. 683-697.

Research output: Contribution to journalArticle

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