Abstract
approach and the use of digital technologies in the delivery of the unit. However, students did report frustration and less satisfaction generally with the flipped model in the initial stages of the semester. The implications are that students may require extra support in the initial stages of delivery of a flipped class to assist them to understand and take up the challenge of the approach, thereby maximising student engagement and satisfaction earlier in the semester.
| Original language | English |
|---|---|
| Pages (from-to) | 114-127 |
| Number of pages | 14 |
| Journal | Teaching & Learning Inquiry |
| Volume | 5 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- Flipped learning
- Learning outcomes
- Student engagement
- student satisfaction
- Blended learning
Cite this
}
Flipped learning, flipped satisfaction, getting the balance right. / Fisher, Rosemary; Ross, Bella; LaFerriere, Richard; Maritz, Alex.
In: Teaching & Learning Inquiry, Vol. 5, No. 2, 2017, p. 114-127.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Flipped learning, flipped satisfaction, getting the balance right
AU - Fisher, Rosemary
AU - Ross, Bella
AU - LaFerriere, Richard
AU - Maritz, Alex
PY - 2017
Y1 - 2017
N2 - This paper explores students’ perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and reported increased engagement, satisfaction, and learning outcomes as a result of both the flipped classroomapproach and the use of digital technologies in the delivery of the unit. However, students did report frustration and less satisfaction generally with the flipped model in the initial stages of the semester. The implications are that students may require extra support in the initial stages of delivery of a flipped class to assist them to understand and take up the challenge of the approach, thereby maximising student engagement and satisfaction earlier in the semester.
AB - This paper explores students’ perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and reported increased engagement, satisfaction, and learning outcomes as a result of both the flipped classroomapproach and the use of digital technologies in the delivery of the unit. However, students did report frustration and less satisfaction generally with the flipped model in the initial stages of the semester. The implications are that students may require extra support in the initial stages of delivery of a flipped class to assist them to understand and take up the challenge of the approach, thereby maximising student engagement and satisfaction earlier in the semester.
KW - Flipped learning
KW - Learning outcomes
KW - Student engagement
KW - student satisfaction
KW - Blended learning
UR - http://tlijournal.com/tli/index.php/TLI/article/view/19
U2 - 10.20343/teachlearninqu.5.2.9
DO - 10.20343/teachlearninqu.5.2.9
M3 - Article
VL - 5
SP - 114
EP - 127
JO - Teaching & Learning Inquiry
JF - Teaching & Learning Inquiry
SN - 2167-4779
IS - 2
ER -