Analysis of learning achievement and teacher-Student interactions in flipped and conventional classrooms

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30 Scopus citations

Abstract

This study aimed to investigate the effect of two different teaching methods on learning achievement and teacher-student interaction. OpenCourseWare was integrated into the flipped classroom model (the experimental group) and a conventional classroom (the control group). The experimental method was supplemented with qualitative interviews. Overall, 181 freshmen taking a course on physics were allowed to choose their own class based on their preferred teaching method (experimental or control group). The instruments included a teacher-student interaction questionnaire and physics achievement tests. The findings indicated that learners in the experimental group scored higher for learning achievement. Although there was no significant between-group difference in terms of teacher-student interactions, the small group discussions in the flipped classroom offered students more opportunities to clarify questions in an interactive learning environment than did the self-study in the conventional classroom. Thus, the interactions in the flipped classroom had a positive effect on students' learning achievement. The use of the flipped classroom model allows for adequate teacher-student interactions, as teachers can provide guidance and assistance to students in person, while there are also greater opportunities for collaborative learning. The results of this study can serve as a reference for future studies on the flipped classroom model and OpenCourseWare, as well as for teachers and researchers in related fields.

Original languageEnglish
Pages (from-to)79-99
Number of pages21
JournalInternational Review of Research in Open and Distance Learning
Volume17
Issue number1
DOIs
StatePublished - 1 Jan 2016

Keywords

  • Distance learning
  • Flipped classroom
  • Learning achievement
  • OpenCourseWare
  • Teacher-student interaction

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