Implementation of the flipped classroom to improve student engagement, academic success, and overall course satisfaction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Christopher Crawford (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Pamela Brown

Abstract: Historically, the lecture-based course delivery format has been the standard method of teaching across most college campuses. While this was once an effective approach for previous generations, it is now understood that this format creates a stale learning environment. To prevent this from happening with the Gen Z learner (1995-2012), instructional methods that foster a student-centered learning environment and promote active learning must be examined. The purpose of this study is to determine the impact of implementing the flipped classroom instructional method on student engagement, academic success, and overall course satisfaction of students in an established injury evaluation and recognition course. Students from the course (n=11) participated in this 10-week study and completed an introductory questionnaire, the Student Course Engagement Questionnaire (SCEQ), weekly journals, and a course activity satisfaction questionnaire early in the protocol and then again at the completion of the protocol. Instructor weekly journals were also included to provide an additional perspective. Based on the combined results from the study, it appears that the intervention was worthwhile, and that the implementation of the flipped classroom instructional model had a positive effect on student engagement, academic success, and overall course satisfaction. The components of the flipped classroom appeal to this generation of learner. Offering students the opportunity to learn professionally relevant content, at their own pace, and using a wide variety of resources appears to be very beneficial. Additionally, even though students felt that the content in this course was more difficult and more work was required of them in this course compared to their other courses, they were still very satisfied with the overall structure and their performance in the course. This provides additional support of the use of the flipped classroom instructional model with the Gen Z learner.

Additional Information

Publication
Dissertation
Language: English
Date: 2020
Keywords
Academic success, Active learning, Constructivism, Course satisfaction, Flipped classroom, Student engagement
Subjects
Generation Z $x Education
Student-centered learning
Active learning

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