Is FLIP enough? Or should we use the FLIPPED model instead?
ARTICLE
Yunglung Chen, Department of Information Management, Taiwan ; Yuping Wang, School of Languages and Linguistics, Australia ; Kinshuk, School of Computing and Information System, Canada ; Nian-Shing Chen, Department of Information Management, Taiwan
Computers & Education Volume 79, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
The flipped learning model, which “flips” traditional in-class lectures with collaborative activities, has gained many followers and converts in K-12 education. However, a review of previous studies shows that the flipped model is still underutilized and underexplored in the higher education context. Research and design models for flipped learning in higher education are also insufficient. This study attempts to fill this gap by developing a model that can provide a foundation for further research and practice for flipped learning in higher education. Building from the four pillars of F-L-I-P™ (Flexible Environments, Learning Culture, Intentional Content, and Professional Educators), the proposed research and design model named “FLIPPED” adds three extra letters—P-E-D (Progressive Activities, Engaging Experiences, and Diversified Platforms)—to the F-L-I-P™ acronym. This model was implemented in a “Holistic Flipped Classroom” environment and evaluated based on a student survey, interviews, and an analysis of computer system logs. Findings demonstrated that the proposed model was effective; students reported that they were satisfied with the course, their attendance improved, and their study efforts increased. Results also suggested that the transactional distance changed during the learning process: highly motivated students performed much better than less motivated students. However, some students retained their former passive learning habits, and this resulted in an obstruction to full adoption. Reflections on the achievements and challenges of the “FLIPPED” model have culminated in various examples, guidelines, and suggestions for practitioners as they consider their own design, implementation, and adoption.
Citation
Chen, Y., Wang, Y., Kinshuk & Chen, N.S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79(1), 16-27. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/200883/.
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Cited By
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Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge
Rianne A.M. Bouwmeester, Center for Education and Training; Renske A.M. de Kleijn, Centre for Teaching and Learning; Inge E.T. van den Berg, Department of Genetics; Olle Th.J. ten Cate, Center for Research and Development of Education; Harold V.M. van Rijen, Center for Education and Training; Hendrika E. Westerveld, Department of Internal Medicine
Computers & Education Vol. 139, No. 1 (October 2019) pp. 118–128
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Flipped Classroom Research and Trends from Different Fields of Study
Zamzami Zainuddin, State Islamic University (UIN) of Ar-Raniry; Siti Halili, University of Malaya
The International Review of Research in Open and Distributed Learning Vol. 17, No. 3 (May 16, 2016)
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