Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

Limniou, Maria ORCID: 0000-0002-6317-4038, Schermbrucker, Ian and Lyons, Minna (2018) Traditional and flipped classroom approaches delivered by two different teachers: the student perspective. EDUCATION AND INFORMATION TECHNOLOGIES, 23 (2). pp. 797-817.

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Abstract

The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students’ views related to the teachers’ contribution to teaching approach, students’ HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher’s contribution to the flipped classroom approach and their expectation/behaviour toward technology.

Item Type:	Article
Uncontrolled Keywords:	Flipped classroom, Blended learning, Traditional teaching, Technology-enhanced learning, Student perspective, Higher order thinking skills
Depositing User:	Symplectic Admin
Date Deposited:	08 Sep 2017 09:04
Last Modified:	19 Jan 2023 06:56
DOI:	10.1007/s10639-017-9636-8
Related URLs:	Author Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3009343