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Facilitating Action Research in Higher Education using Flipped Classroom Approach
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, , California State University San Bernardino, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports on the findings of a study conducted to investigate how a flipped classroom model was effectively used to facilitate an action research course. It provides a better understanding of a flipped classroom approach for higher education. Data was collected from the graduate students who were undergoing the instruction using questionnaires with closed-response rating scales and open-ended questions. Results indicated the following: Learning modules together with face-to-face meeting supported students’ learning; little or no changes were suggested towards how the instructor facilitated the course; students learned more from in-class time sessions. Flipped classroom model offered a great use of technology to facilitate teaching and learning. These results collectively suggested that a flipped classroom model could have positive effects on students’ learning experiences.

Citation

Obonyo, C. & Leh, A.S.C. (2015). Facilitating Action Research in Higher Education using Flipped Classroom Approach. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1011-1014). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 19, 2019 from .

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