Using Active Learning Spaces to Support Flipped Classroom

• Rui Li ^[2] ; Lei Zhu ^[3] ; JT Singh ^[4] ; Yongyi Mo ^[1]
  1. [1] Beijing Jiaotong University

     Beijing Jiaotong University

     China

     
  2. [2] Distance Education Department, West Chester University of Pennsylvania, USA
  3. [3] Department of Economics & Finance, West Chester University of Pennsylvania, USA
  4. [4] Educational Technology Department, West Chester University of Pennsylvania, USA

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• Localización: 5th International Conference on Higher Education Advances (HEAd' 19) / Josep Domènech i de Soria (ed. lit.), Paloma Merello Giménez (ed. lit.), Elena de la Poza Plaza (ed. lit.), Desamparados Blázquez (ed. lit.), Raúl Peña Ortiz (ed. lit.), 2019, ISBN 978-84-9048-661-0, págs. 223-232
• Idioma: inglés
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• Resumen

  • Flipped Classroom, an emerging type of blended instruction, has become a popular pedagogical approach in the recent years. Active learning classroom spaces have been implemented in many university campuses to facilitate student-centered, collaborative learning environment. The purpose of this study is to examine the effectiveness of a college level flipped classroom conducted in an active learning classroom space as compared to its traditional face-to-face counterpart. Two sections of a business course taught by the same instructor during one semester were selected for the study. The two sections had the exact same coverage and evaluation policy while one is a flipped class conducted in an active learning classroom space and the other is a traditional face-to-face class. We conducted both quantitative and qualitative analyses and our results reveal that there is no statistically significant difference of students’ performance between the two classes.

    However, students reported a more positive learning experience in the flipped classroom setting.