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The impact of a flipped classroom design on learning performance in higher education : looking for the best 'blend' of lectures and guiding questions with feedback

Ngoc Thuy Thi THAI UGent, Bram De Wever UGent and Martin Valcke UGent (2017) COMPUTERS & EDUCATION.
abstract
The present study examines the differential impact of studying in a Flipped Classroom (FC) setting, as compared to a Blended Learning (BL), a Traditional Learning (TL), and an E-Learning (EL) setting on learning performance, self-efficacy beliefs, intrinsic motivation, and perceived flexibility. Participants were second year undergraduate students (N = 90), enrolled in the “Invertebrates” course in Can Tho University (Vietnam). Participants were randomly assigned to one of the four experimental conditions (TL n = 22, BL n = 22, FC n = 23, EL n = 23). Two instructional elements - (1) lectures and (2) guiding questions - were presented through two different modes (online and face-to-face). In the blended conditions (BL and FC) the mode of these elements were altered. The results show that learning performance was superior in the FC setting as compared to other learning settings TL (Cohens' d = 1.58), EL (Cohens' d = 1.01) and BL (Cohens' d = 0.71). Students in the BL setting had a higher learning performance as compared to the EL setting. In addition, we observed that studying in a FC setting had a positive effect on self-efficacy beliefs and intrinsic motivation, but not on perceived flexibility. These findings suggest that the FC setting could be a promising way of enhancing students’ learning performance.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
in press
subject
keyword
Flipped classroom, Blended learning, E-Learning, Traditional learning, Web based lecture, Learning performance
journal title
COMPUTERS & EDUCATION
Computers & Education
publisher
Elsevier BV
ISSN
0360-1315
DOI
10.1016/j.compedu.2017.01.003
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
8501027
handle
http://hdl.handle.net/1854/LU-8501027
date created
2017-01-10 03:00:18
date last changed
2017-02-02 14:43:34
@article{8501027,
  abstract     = {The present study examines the differential impact of studying in a Flipped Classroom (FC) setting, as compared to a Blended Learning (BL), a Traditional Learning (TL), and an E-Learning (EL) setting on learning performance, self-efficacy beliefs, intrinsic motivation, and perceived flexibility. Participants were second year undergraduate students (N = 90), enrolled in the {\textquotedblleft}Invertebrates{\textquotedblright} course in Can Tho University (Vietnam). Participants were randomly assigned to one of the four experimental conditions (TL n = 22, BL n = 22, FC n = 23, EL n = 23). Two instructional elements - (1) lectures and (2) guiding questions - were presented through two different modes (online and face-to-face). In the blended conditions (BL and FC) the mode of these elements were altered. The results show that learning performance was superior in the FC setting as compared to other learning settings TL (Cohens' d = 1.58), EL (Cohens' d = 1.01) and BL (Cohens' d = 0.71). Students in the BL setting had a higher learning performance as compared to the EL setting. In addition, we observed that studying in a FC setting had a positive effect on self-efficacy beliefs and intrinsic motivation, but not on perceived flexibility. These findings suggest that the FC setting could be a promising way of enhancing students{\textquoteright} learning performance.},
  author       = {THAI, Ngoc Thuy Thi and De Wever, Bram and Valcke, Martin},
  issn         = {0360-1315},
  journal      = {COMPUTERS \& EDUCATION},
  keyword      = {Flipped classroom,Blended learning,E-Learning,Traditional learning,Web based lecture,Learning performance},
  language     = {eng},
  publisher    = {Elsevier BV},
  title        = {The impact of a flipped classroom design on learning performance in higher education : looking for the best 'blend' of lectures and guiding questions with feedback},
  url          = {http://dx.doi.org/10.1016/j.compedu.2017.01.003},
  year         = {2017},
}

Chicago
Thai, Ngoc Thuy, Bram De Wever, and Martin Valcke. 2017. “The Impact of a Flipped Classroom Design on Learning Performance in Higher Education : Looking for the Best ‘Blend’ of Lectures and Guiding Questions with Feedback.” Computers & Education.
APA
Thai, N. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education : looking for the best “blend” of lectures and guiding questions with feedback. COMPUTERS & EDUCATION.
Vancouver
1.
Thai NT, De Wever B, Valcke M. The impact of a flipped classroom design on learning performance in higher education : looking for the best “blend” of lectures and guiding questions with feedback. COMPUTERS & EDUCATION. Elsevier BV; 2017;
MLA
Thai, Ngoc Thuy, Bram De Wever, and Martin Valcke. “The Impact of a Flipped Classroom Design on Learning Performance in Higher Education : Looking for the Best ‘Blend’ of Lectures and Guiding Questions with Feedback.” COMPUTERS & EDUCATION (2017): n. pag. Print.