College students’ perception of the flipped classroom: A phenomenographical study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Muhsin Michael Orsini, AP Assistant Professor and Director of the Undergraduate Program (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The 'flipped classroom' has become popular among educators; however, research on the topic has been relatively sparse, especially in terms of qualitative research. Therefore, the purpose of this study was to explore student perceptions of the flipped classroom. Undergraduate students who enrolled in a flipped public health course were invited to participate in the study. Thirteen students participated in semi-structured interviews to discuss their thoughts and experiences regarding the flipped classroom. Students viewed the flipped classroom according to out-of-class and in-class activities. Students felt that out-of-class activities were convenient, accommodated different learning styles, and were important for being prepared for class time. In terms of in-class activities, students enjoyed interactive activities (e.g., hands-on activities, class discussions), but some viewed the activities as anxiety provoking. Students also viewed in-class activities as useful for building student-instructor rapport. Implications for practice and future research are discussed.

Additional Information

International Journal of Social Media and Interactive Learning Environments, 2(4), 326-340
Language: English
Date: 2014
flipped, inverted, classroom, college, university, higher education, interactive, rapport, WNQ

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