Flipped Learning - Weighing up Efficacy and Student Satisfaction

Advances in technology are changing the way people interact with each other. Schools are currently employing information and communication technology in their learning with the aim of improving efficacy in teaching and student outcomes (MYCEETA 2008, p. 4).

One such effective use of technology in education is the use of screen cast software in order to supplement a student’s learning. This type of strategy is most commonly referred to as Flipped Learning or the Flipped Classroom.  Flipped learning, developed by Bergmann and Sams (2012), is the use of screencasts and live video recordings of lectures, demonstrations and slide presentations to deliver online educational content that students can access at home (Hamdan et al. 2013; Steed 2012). Consequently, time is made more available in class for one to one tutorials, workshops and hands-on practical activities. Students can choose to view the video at home or in class (or both), and this allows them to work at their own pace, even moving onto the next lesson’s assigned video if they want (Fulton 2012, p. 13).  The teacher is freed up from face-to-face lecturing, thereby enabling them to query individual students, probe for misunderstandings about the video content, and clear up any incorrect notions that they may come across (Tucker 2012). This new method of teaching has gained momentum in recent years because it is believed to enhance learning in many ways (Morgan 2014, p. 1).  

Research regarding the efficacy of the flipped classroom is rare. Efficacy can be described as improvement in student scores and academic outcomes. The limited research available clearly indicates an increase in student academic performance when the flipped classroom is utilised (Missildine et al. 2012; Pierce & Fox 2012; Wiginton 2013). Despite the research indicating improved efficacy when the flipped model is used, there is significant debate concerning student satisfaction levels when in a classroom that utilises this technology (Missildine et al. 2012; Strayer 2012; Pierce & Fox 2012; Wiginton 2013).

This website intends to explore the challenges of utilising screen casting software in a way that maintains improved student results, yet also manages to keep students as or more satisfied with the flipped learning approach, as they would have been with the traditional classroom.

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