Improving Student Interaction and Engagement in the Flipped Classroom
2015 (English)In: 14th European Conference on e-Learning, 14th European Conference on e-Learning ECEL-2015 , 2015Conference paper (Refereed)
Abstract: We present concepts, results and preliminary results from two different graduate courses that were run in flipped classroom format at the University of Stockholm and at the Berlin School of Economics and Law. Both courses involved extensive audio and film material and relied on students teaching each other, similar to the Learning by Teaching method developed by Jean-Pol Martin. The purpose of the two experiments was to investigate whether a design science approach to developing flipped-classroom courses can be recommended and especially whether the design can secure student interaction and engagement. We designed two different courses in order to evaluate most of the relevant aspects of the flipped classroom design. We then collected data via student evaluations, student activities in online systems and student reports. Our findings lead us to conclude that if the goal is to assist students in teaching each other, it is best to base number, extent and timing of these elements on an assessment of student expectations rather than setting them as a standard for all groups of students and courses. The course design should instead be adapted to the students. These conclusions are consistent with experiences that we made in another similar course in which we opted for a standard approach with fixed timing, extent and number of learning elements. Our major finding is that a design science approach can be recommended for developing flipped classroom courses, but needs to be customised for individual groups using ongoing feedback about course structure, content and delivery methods. This was indicated by successful evaluation results on most of the designed strategies for promoting student interaction and engagement. We cannot argue that our specific designs were better than any other successful design, but we can argue that a design approach creates results that can be evaluated.
Place, publisher, year, edition, pages
14th European Conference on e-Learning ECEL-2015 , 2015.
Keywords: design science, immersion, interaction, learning-by-teaching, moodle, storytelling
Research subject Computer and Systems Sciences
IdentifiersURN: urn:nbn:se:su:diva-122829OAI: oai:DiVA.org:su-122829DiVA: diva2:868566