<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The study examines students’ assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.</p></abstract>

The study examines students’ assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.

The Flipped-Classroom Approach: The Answer to Future Learning?

The College for Academic Studies, 46 Ben Gurion St., Ramat Hasharon, Israel

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"The Flipped-Classroom Approach: The Answer to Future Learning?"}

The study examines students’ assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for...

The Flipped-Classroom Approach: The Answer to Future Learning?

Data publikacji: 03 mar 2015

Zakres stron: 172 - 182

DOI: https://doi.org/10.2478/eurodl-2014-0027

Słowa kluczowe
Flipped-classroom approach, Higher education, Improving classroom learning, Educational videos

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The Flipped-Classroom Approach: The Answer to Future Learning?

Data publikacji: 03 mar 2015

Zakres stron: 172 - 182

DOI: https://doi.org/10.2478/eurodl-2014-0027

Słowa kluczoweFlipped-classroom approach, Higher education, Improving classroom learning, Educational videos

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
Flipped-classroom approach, Higher education, Improving classroom learning, Educational videos