Abstract
Many reports exist of courses in which a flipped classroom model was implemented, putting a much greater emphasis on conducting various learning activities during class. The redesign of existing university lecture courses as flipped classrooms, however, is limited by reports that simply describe learning activities and their effects on individual courses. In this study, two different university courses were redesigned as flipped classrooms and evaluated based on observation, survey, and interview data collected. The comparative analysis of the different course implementations and learner responses of each case showed that the type and amount of learning activities in the redesigned classrooms varied by levels of the learners, the subject matter, the teaching approaches of the previous course, and the types of activities that instructors thought were significant but insufficient. Moreover, surveys and interviews with learners on positive and negative aspects of the online video lectures, learning activities, assignments, and the overall flipped classroom model revealed differences based on characteristics of learners and composition of learning activities. This study is significant in demonstrating that flipped classrooms can be designed and managed according to the diverse composition of different courses, and in providing guidance on how to design a flipped course based on its unique features.
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Acknowledgements
This study was supported by the division of e-learning contents development and system management in the Center for Teaching and Learning (CTL) at Seoul National University (SNU) and funded by SNU. We would like to offer words of gratitude to Prof. Kwon and Prof. Shim are the instructors of the Calculus 2 and the Nonlinear Systems Theory. In addition, thanks to the teaching assistants, the research assistants, and the whole learners of the two courses.
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Lim, C., Kim, S., Lee, J. (2016). Designing the Flipped Classroom in Higher Education. In: Spector, J., Ifenthaler, D., Sampson, D., Isaias, P. (eds) Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-319-30295-9_15
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DOI: https://doi.org/10.1007/978-3-319-30295-9_15
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