International Technology and Education Journal

Yazarlar: Lynne M. ZUMMO, Bryan A. BROWN

Konular:Eğitim, Bilimsel Disiplinler

Anahtar Kelimeler:Flipped classrooms,Flipped instruction,Blended learning

Özet: Flipped instruction—the replacement of traditional in-class lecture with at-home, multimedia instruction—continues to grow in popularity. The existing evidence to support its effectiveness in K-12 science classrooms lacks substantial quantitative data to warrant such an enthusiastic embrace. The objective of this study was to clarify the relationship between flipped instruction and student learning in a high school classroom context, as well as to understand the interactions between students and technological tools that took place during flipped instruction. This quasi-experimental mixed-methods study compared learning outcomes in high school Biology students (N= 303) who experienced a flipped lesson to those of peers who experienced a control, traditional lecture-based lesson on the same topic. Average gains from pre-test to post-test were significantly higher for flipped students. Flipped students' completion of the out-of-class online learning activity was particularly important. Interview data suggest that the multimedia nature of the online activity, as well as its convenience, contributed the significant gains of flipped students.

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