Impact of the Flipped Classroom Peer Review Article
Looking at the Impact of the Flipped Classroom Model of Instruction on
Undergraduate Multimedia Students at CSUN
Summary:
The flipped classroom article I located is a quantitative research study to explore the effects of delivering course content in a web design course using a flipped classroom framework. The research question was to discover if students learned more and were truly engaged in this non-traditional classroom model.
Critique:
The focus of this research was on undergraduate students in a multimedia, web design course. The instructor, who also was the researcher, completely flipped the course from one year to the next to create a learner-centered classroom, in which students were managing their own learning. The goal was to provide more “hands-on” transfer of knowledge and increased instructor interaction with students. The research described how instructional videos were created by the instructor which replaced traditional lectures. The study consisted of a single day, in-class survey and was focused on the experiences students encountered in the course. I believe this single day, in-class survey limits the validity of the survey. Close-ended questions were primarily used to collect the data which might have limited student feedback. The survey did reveal many challenges, one of which would possibly be compliance with the American Disabilities Act (ADA) might cause many educators to rethink how the utilize technology in the classroom.
References:
Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN. Techtrends: Linking Research & Practice To Improve Learning, 57(6), 14-27.doi:10.1007/s11528-013-0698-1
Source:
Texas A&M University – Commerce, Gee Library
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