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Students’ satisfaction with a blended instructional design: The potential of “Flipped Classroom” in Higher Education

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Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.

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Students’ satisfaction with a blended instructional design: The potential of “Flipped Classroom” in Higher Education

  1. 1. “Flipped Classroom” in Higher Education Students’ satisfaction with a blended instructional design Dra. Núria Hernández Nanclares Image courtesy of sippakorn at FreeDigitalPhotos.net Faculty of Business and Economics Applied Economics Department #DESIGN4LEARNING Conference 27 November 2014
  2. 2. “World Economy” 1st-year English-taught module Since 2010-11 International trade and mobility of economic factors
  3. 3. 2013-2014
  4. 4. Bishop & Verleger. 2013 Deslauriers. Schelew & Wieman. 2011 Bates & Galloway. 2012 Margulieux, L. E., Bujak, K. R., McCracken, W. M., & Majerich, D. M. (2014) Johnson, G.B. (2013) Arbaugh, J.B. (2014) SOME
  5. 5. In-class quizzes solved with Socrative Wall-paper and poster activities Balance of Payments exercises and working sheets
  6. 6. World Trade Organization puzzle session WTO case analysis with Pecha-Kucha presentations
  7. 7. Foreign Exchange market peer review exercises Country report working sheets
  8. 8. Questionnaire 63 students 26 men (41%) 37 women (59%). 12 likert-scale questions: • “Flipped classroom” general elements • Time • self-regulated learning • technology disposition 1 likert-scale question: • usefulness of in-class activities 4 open questions Johnson (2013) 68.25% answer rate
  9. 9. …react positively to the “Flipped classroom”, specially motivation to learning and communication progress in To what extent Students… …are willing to get involved in using technology for learning in the “Flipped classroom” ….appreciate the possibilities of self- regulated learning the design offers …appreciate the usefulness of active learning in Face2Face interactions H1 H2 H3 H4
  10. 10. To what extent Students react positively to general elements of “Flipped classroom”, specially motivation to learning and communication progress
  11. 11. To what extent this learning experience improves students’ willingness to get involved in using technology for learning
  12. 12. To what extent students appreciate the possibilities of self-regulated learning the design offers
  13. 13. To what extent students appreciate the usefulness of active learning in Face2Face interactions
  14. 14. Grades in Flipped Classroom design Coeficient Significance Constant 5.82 0.03 Nº of videos 0.88 0.01 SQ15 -1.06 <0.01 SQ4 1.00 0.03 SQ7 -0.70 0.02 SQ11 1.05 0.02 SQ1 -1.85 <0.01 SQ15.-The Flipped Classroom gives me less class time to practice course’s contents SQ4.-I like watching the lessons on video SQ7.-The “Virtual Campus” course page is not an important part in my learning SQ11.-I would rather watch a traditional teacher-led lesson than a lesson video SQ1.-The Flipped Classroom is more engaging than traditional classroom instruction Adjusted R2= 0.3778 Pvalor ANOVA< 0.001
  15. 15. Grades in Flipped Classroom design Coeficient Significance Constant 6.96 <0.01 A1 1.26 <0.01 A6 -0.87 0.01 SQ1 -1.06 0.05 A1.-Teacher mini-lessons based in JiTT A6.-WTO case analysis with Pecha-Kucha presentations SQ1.-The Flipped Classroom is more engaging than traditional classroom instruction Adjusted R2= 0.177 Pvalor ANOVA< 0.01
  16. 16. Problems with questionnaire reliability More research about students’ performance requested Research design: Control group Course design improvements

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