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Article: Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

TitleTransitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms
Authors
KeywordsPedagogy
Online flipped classroom
Flipped learning
Good practices
Issue Date2020
PublisherSpringerOpen. The Journal's web site is located at http://educationaltechnologyjournal.springeropen.com/
Citation
International Journal of Educational Technology in Higher Education, 2020, v. 17, article no. 57 How to Cite?
AbstractThe COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the help of a cloud-based video conferencing app. As in a conventional flipped course, in a fully online flipped course students are encouraged to complete online pre-class work. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This study examines the effect of fully online flipped classrooms on student learning performance in two stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped classes. The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and Evaluate. In Stage Two, we describe how we transformed the two conventional flipped classes into fully online flipped classes. Quantitative analyses of students’ final course marks reveal that the participants in the fully online flipped classes performed as effectively as participants in the conventional flipped learning classes. Our qualitative analyses of student and staff reflection data identify seven good practices for videoconferencing-assisted online flipped classrooms.
Persistent Identifierhttp://hdl.handle.net/10722/305929
ISSN
2023 Impact Factor: 8.6
2023 SCImago Journal Rankings: 2.578
PubMed Central ID
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHew, KF-
dc.contributor.authorJia, C-
dc.contributor.authorGonda, DE-
dc.contributor.authorBai, S-
dc.date.accessioned2021-10-20T10:16:21Z-
dc.date.available2021-10-20T10:16:21Z-
dc.date.issued2020-
dc.identifier.citationInternational Journal of Educational Technology in Higher Education, 2020, v. 17, article no. 57-
dc.identifier.issn2365-9440-
dc.identifier.urihttp://hdl.handle.net/10722/305929-
dc.description.abstractThe COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the help of a cloud-based video conferencing app. As in a conventional flipped course, in a fully online flipped course students are encouraged to complete online pre-class work. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This study examines the effect of fully online flipped classrooms on student learning performance in two stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped classes. The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and Evaluate. In Stage Two, we describe how we transformed the two conventional flipped classes into fully online flipped classes. Quantitative analyses of students’ final course marks reveal that the participants in the fully online flipped classes performed as effectively as participants in the conventional flipped learning classes. Our qualitative analyses of student and staff reflection data identify seven good practices for videoconferencing-assisted online flipped classrooms.-
dc.languageeng-
dc.publisherSpringerOpen. The Journal's web site is located at http://educationaltechnologyjournal.springeropen.com/-
dc.relation.ispartofInternational Journal of Educational Technology in Higher Education-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectPedagogy-
dc.subjectOnline flipped classroom-
dc.subjectFlipped learning-
dc.subjectGood practices-
dc.titleTransitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms-
dc.typeArticle-
dc.identifier.emailHew, KF: kfhew@hku.hk-
dc.identifier.emailGonda, DE: dgonda@hku.hk-
dc.identifier.authorityHew, KF=rp01873-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1186/s41239-020-00234-x-
dc.identifier.pmid34778516-
dc.identifier.pmcidPMC7750097-
dc.identifier.scopuseid_2-s2.0-85097847637-
dc.identifier.hkuros328353-
dc.identifier.volume17-
dc.identifier.spagearticle no. 57-
dc.identifier.epagearticle no. 57-
dc.identifier.isiWOS:000600549100001-
dc.publisher.placeGermany-

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