Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled flipped are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.
Original languageEnglish
Pages (from-to)1 - 14
Number of pages14
JournalHigher Education Research and Development
Volume34
Issue number1
DOIs
Publication statusPublished - 2015

Cite this

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title = "Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research",
abstract = "Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled flipped are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.",
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Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. / Abeysekera, Lakmal Hasanga Dias Jayasuriya; Dawson, Phillip.

In: Higher Education Research and Development, Vol. 34, No. 1, 2015, p. 1 - 14.

Research output: Contribution to journalArticleResearchpeer-review

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