Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students

Evangelia Triantafyllou; Olga Timcenko

doi:10.1007/978-3-319-20609-7_67

Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students

Evangelia Triantafyllou, Olga Timcenko

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

10 Citations (Scopus)

456 Downloads (Pure)

Abstract

This article presents experiences and student perceptions on the introduction of the flipped classroom model in two consecutive semesters at Media Technology department of Aalborg University, Copenhagen, Denmark. We introduced the flipped instruction model to a statistics course and a mathematics workshop. We collected data by two online survey studies, which show support for student perceptions that out-of-classroom instruction with online resources enhances learning, by providing visual and in depth explanations, and can engage the learner. However, students stated that they miss just-in-time explanations when learning with online resources and they questioned the quality and validity of some of them. Based on these findings and our own experience, we discuss requirements for resources and activities in flipped classrooms in order for the student to engage and learn. Finally, we present a framework for experienced-based learning in flipped classrooms to promote student reflection.

Original language	English
Title of host publication	Learning and Collaboration Technologies : Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings
Editors	Panayiotis Zaphiris, Andri Ioannou
Publisher	Springer
Publication date	Aug 2015
Pages	714-723
ISBN (Print)	978-3-319-20608-0
ISBN (Electronic)	978-3-319-20609-7
DOIs	https://doi.org/10.1007/978-3-319-20609-7_67
Publication status	Published - Aug 2015
Event	HCII 2015 - Los Angeles, CA, United States Duration: 2 Aug 2015 → 7 Aug 2015 Conference number: 17 http://2015.hci.international/

Conference

Conference	HCII 2015
Number	17
Country/Territory	United States
City	Los Angeles, CA
Period	02/08/2015 → 07/08/2015
Internet address	http://2015.hci.international/

Series	Lecture Notes in Computer Science
Volume	9192
ISSN	0302-9743

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10.1007/978-3-319-20609-7_67

ETriantafyllouHCI2015Accepted author manuscript, 210 KB

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Best paper award: International Conference on Learning and Collaboration Technologies, , HCI International 2015
Triantafyllou, Evangelia (Recipient) & Timcenko, Olga (Recipient), 2015
Prize: Conference prizes

Cite this

Triantafyllou, E., & Timcenko, O. (2015). Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students. In P. Zaphiris, & A. Ioannou (Eds.), Learning and Collaboration Technologies: Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings (pp. 714-723). Springer. https://doi.org/10.1007/978-3-319-20609-7_67

Triantafyllou, Evangelia ; Timcenko, Olga. / Out of Classroom Instruction in the Flipped Classroom : The Tough Task of Engaging the Students. Learning and Collaboration Technologies: Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings. editor / Panayiotis Zaphiris ; Andri Ioannou. Springer, 2015. pp. 714-723 (Lecture Notes in Computer Science, Vol. 9192).

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title = "Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students",

abstract = "This article presents experiences and student perceptions on the introduction of the flipped classroom model in two consecutive semesters at Media Technology department of Aalborg University, Copenhagen, Denmark. We introduced the flipped instruction model to a statistics course and a mathematics workshop. We collected data by two online survey studies, which show support for student perceptions that out-of-classroom instruction with online resources enhances learning, by providing visual and in depth explanations, and can engage the learner. However, students stated that they miss just-in-time explanations when learning with online resources and they questioned the quality and validity of some of them. Based on these findings and our own experience, we discuss requirements for resources and activities in flipped classrooms in order for the student to engage and learn. Finally, we present a framework for experienced-based learning in flipped classrooms to promote student reflection.",

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Triantafyllou, E & Timcenko, O 2015, Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students. in P Zaphiris & A Ioannou (eds), Learning and Collaboration Technologies: Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings. Springer, Lecture Notes in Computer Science, vol. 9192, pp. 714-723, HCII 2015, Los Angeles, CA, United States, 02/08/2015. https://doi.org/10.1007/978-3-319-20609-7_67

Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students. / Triantafyllou, Evangelia; Timcenko, Olga.
Learning and Collaboration Technologies: Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings. ed. / Panayiotis Zaphiris; Andri Ioannou. Springer, 2015. p. 714-723 (Lecture Notes in Computer Science, Vol. 9192).

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

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AB - This article presents experiences and student perceptions on the introduction of the flipped classroom model in two consecutive semesters at Media Technology department of Aalborg University, Copenhagen, Denmark. We introduced the flipped instruction model to a statistics course and a mathematics workshop. We collected data by two online survey studies, which show support for student perceptions that out-of-classroom instruction with online resources enhances learning, by providing visual and in depth explanations, and can engage the learner. However, students stated that they miss just-in-time explanations when learning with online resources and they questioned the quality and validity of some of them. Based on these findings and our own experience, we discuss requirements for resources and activities in flipped classrooms in order for the student to engage and learn. Finally, we present a framework for experienced-based learning in flipped classrooms to promote student reflection.

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Triantafyllou E, Timcenko O. Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students. In Zaphiris P, Ioannou A, editors, Learning and Collaboration Technologies: Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings. Springer. 2015. p. 714-723. (Lecture Notes in Computer Science, Vol. 9192). doi: 10.1007/978-3-319-20609-7_67

Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students

Abstract

Conference

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Prizes

Best paper award: International Conference on Learning and Collaboration Technologies, , HCI International 2015

Cite this