Abstract
Purpose – This research examines how students’ learning was affected by the transition from a flipped classroom model to remote learning during the Covid19 lockdown and hybrid learning after return to class.
Methodology – This study features quantitative analysis of undergraduate students’ online interactions with the course material over two semesters with the same instructor, one completely online, the other in the form of hybrid learning imposed by Covid19 restrictions. Participation in the game-based quizzes before class, in-class multiplayer game sessions, and presence in the classroom or online during the lectures were measured, as well as the students’ score to the final exam. Students also took a survey at the end of each semester to provide feedback on the course. Finally, interviews were made with some of the students to document their detailed impression of the learning challenges of the period.
Findings – Results from this study identified four groups of students with different attitudes regarding learning and challenges during and after Covid19 restrictions. Some came back immediately in the physical class while others remained online or did both. Average scores correlate increased face-to-face time and regular online preparation before class with better results in the final exam. Qualitative data from students’ interviews confirm these changing attitudes to learning due to Covid19.
Practical implication – This study allows us to reflect on best practices for hybrid learning and opportunities to improve on the flipped classroom model under changing modes of delivery. Furthermore, it underlines strategic importance to engage different profiles and challenges for students with less time and opportunity to engage in face-to-face learning.
Interest – While research on flipped and hybrid classrooms is prevalent, little has been done in comparing the two models and their impact on students’ learning attitudes Furthermore, research on classroom adaption and adjustment during Covid19 is still at early stages. This study presents opportunities and challenges for the hybrid classroom moving forward.
Methodology – This study features quantitative analysis of undergraduate students’ online interactions with the course material over two semesters with the same instructor, one completely online, the other in the form of hybrid learning imposed by Covid19 restrictions. Participation in the game-based quizzes before class, in-class multiplayer game sessions, and presence in the classroom or online during the lectures were measured, as well as the students’ score to the final exam. Students also took a survey at the end of each semester to provide feedback on the course. Finally, interviews were made with some of the students to document their detailed impression of the learning challenges of the period.
Findings – Results from this study identified four groups of students with different attitudes regarding learning and challenges during and after Covid19 restrictions. Some came back immediately in the physical class while others remained online or did both. Average scores correlate increased face-to-face time and regular online preparation before class with better results in the final exam. Qualitative data from students’ interviews confirm these changing attitudes to learning due to Covid19.
Practical implication – This study allows us to reflect on best practices for hybrid learning and opportunities to improve on the flipped classroom model under changing modes of delivery. Furthermore, it underlines strategic importance to engage different profiles and challenges for students with less time and opportunity to engage in face-to-face learning.
Interest – While research on flipped and hybrid classrooms is prevalent, little has been done in comparing the two models and their impact on students’ learning attitudes Furthermore, research on classroom adaption and adjustment during Covid19 is still at early stages. This study presents opportunities and challenges for the hybrid classroom moving forward.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 21st European Conference on e-Learning - ECEL 2022 |
| Editors | Panagiotis Fotaris, Andrew Blake |
| Publisher | Academic Conferences and Publishing International |
| Publication date | 2022 |
| Pages | 10-18 |
| ISBN (Print) | 978-1-914587-56-6 |
| ISBN (Electronic) | 978-1-914587-55-9 |
| Publication status | Published - 2022 |
| Event | ECEL 21st European Conference on e-Learning - Brighton, UK Duration: 27 Oct 2022 → 28 Oct 2022 |
Conference
| Conference | ECEL 21st European Conference on e-Learning |
|---|---|
| Location | Brighton, UK |
| Period | 27/10/2022 → 28/10/2022 |
| Series | Proceedings of the European Conference on e-Learning |
|---|---|
| ISSN | 2048-8637 |
Keywords
- Flipped Learning
- hybrid learning
- emergency remote learning
- Game-Based Learning
- COVID-19