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A qualitative investigation of student engagement in a flipped classroom

Steen-Utheim, Anna Therese; Foldnes, Njål
Journal article, Peer reviewed
Accepted version
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URI
http://hdl.handle.net/11250/2489177
Date
2018
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  • Publikasjoner fra CRIStin - BI [630]
  • Scientific articles [1334]
Original version
Teaching in Higher Education, 2018, 23(3), 307-34   10.1080/13562517.2017.1379481
Abstract
The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using flipped classroom and the second semester using lectures, where both teaching modes contained a substantial amount of active learning. Overall, students report a more positive learning experience and higher engagement in the flipped classroom. The analysis revealed seven categories that the students highlight as especially conducive to their learning; commitment to peers, being recognized, feeling safe, instructor relationship, physical learning environment, learning with peers and using videos to learn new content. The results indicate that the affective dimension of student engagement is particularly prominent when students reflect upon learning in the flipped classroom.
Description
The accepted and peer reviewed manuscript to the article
Publisher
Taylor and Francis
Journal
Teaching in Higher Education

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