The Flipped-Classroom Approach: The Answer to Future Learning?

• Authors: Gila Kurtz , Alexandr Tsimerman , Orna Steiner-Lavi
• Languages of publication: EN

Abstracts

EN

The study examines students’ assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.

Keywords

EN

Flipped-classroom approach; Higher education; Improving classroom learning; Educational videos

• Publisher: Sciendo
• Journal: European Journal of Open, Distance and E-Learning
• Year: 2014
• Volume: 17
• Issue: 2
• Pages: 172-182

Dates

published

2014-12-01

online

2015-03-03

Contributors

author

Gila Kurtz

author

Alexandr Tsimerman

• The College for Academic Studies, 46 Ben Gurion St., Ramat Hasharon, Israel

author

Orna Steiner-Lavi

• The College for Academic Studies, 46 Ben Gurion St., Ramat Hasharon, Israel

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Identifiers

DOI

10.2478/eurodl-2014-0027