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Learner-led flipped classroom and undergraduate academic achievement: a new approach

Flipped Classroom Method (FCM), a sub-category of blended learning, is a renowned teaching method that combines online learning with face to face instruction. Yet, the onus of preparing the online resources and classroom activities falls upon the teacher, meaning that it can still be considered to b...

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Main Authors: Preece, Abdul Shakour Duncan, Hamed, Popoola Kareem
Format: Conference or Workshop Item
Language:English
English
Published: 2018
Subjects:
L Education (General)
LB1705 Education and training of teachers
Online Access:http://irep.iium.edu.my/70700/3/12th-ICLEI-KL-Schedule-of-Presentations.pdf
http://irep.iium.edu.my/70700/9/Learner-led%20flipped%20classroom.pdf
http://irep.iium.edu.my/70700/
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spelling my.iium.irep.707002019-02-15T08:44:05Z http://irep.iium.edu.my/70700/ Learner-led flipped classroom and undergraduate academic achievement: a new approach Preece, Abdul Shakour Duncan Hamed, Popoola Kareem L Education (General) LB1705 Education and training of teachers Flipped Classroom Method (FCM), a sub-category of blended learning, is a renowned teaching method that combines online learning with face to face instruction. Yet, the onus of preparing the online resources and classroom activities falls upon the teacher, meaning that it can still be considered to be rather teacher-centered in nature. The authors set about adapting FCM to make it truly learner-centered by giving students the opportunity to lead the flipped classroom, in consultation with their lecturer. This novel approach was termed 'Learner-led Flipped Classroom' (LLFC). The researchers conducted a quasi-experiment at a faculty of education in a Malaysian university to determine the effects of LLFC on learners' academic achievement. The intervention lasted five weeks using a course entitled 'Curriculum and Instruction'. The experimental group (45) were exposed to LLFC while the control group (33) experienced conventional teaching. The results of the pre-test and post-test indicated that LLFC had a statistically significant impact on the academic achievement of the experimental group compared to the control group. Hence, LLFC shows potential as a learner-centred adaptation of FCM that can enhance undergraduate students’ academic achievement. 2018-12 Conference or Workshop Item NonPeerReviewed application/pdf en http://irep.iium.edu.my/70700/3/12th-ICLEI-KL-Schedule-of-Presentations.pdf application/pdf en http://irep.iium.edu.my/70700/9/Learner-led%20flipped%20classroom.pdf Preece, Abdul Shakour Duncan and Hamed, Popoola Kareem (2018) Learner-led flipped classroom and undergraduate academic achievement: a new approach. In: The 12th International Conference on Language, Education, and Innovation 2018, 17-18 Dec 2018, Impiana KLCC Hotel, Kuala Lumpur. (Unpublished)
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
English
topic L Education (General)
LB1705 Education and training of teachers
spellingShingle L Education (General)
LB1705 Education and training of teachers
Preece, Abdul Shakour Duncan
Hamed, Popoola Kareem
Learner-led flipped classroom and undergraduate academic achievement: a new approach
description Flipped Classroom Method (FCM), a sub-category of blended learning, is a renowned teaching method that combines online learning with face to face instruction. Yet, the onus of preparing the online resources and classroom activities falls upon the teacher, meaning that it can still be considered to be rather teacher-centered in nature. The authors set about adapting FCM to make it truly learner-centered by giving students the opportunity to lead the flipped classroom, in consultation with their lecturer. This novel approach was termed 'Learner-led Flipped Classroom' (LLFC). The researchers conducted a quasi-experiment at a faculty of education in a Malaysian university to determine the effects of LLFC on learners' academic achievement. The intervention lasted five weeks using a course entitled 'Curriculum and Instruction'. The experimental group (45) were exposed to LLFC while the control group (33) experienced conventional teaching. The results of the pre-test and post-test indicated that LLFC had a statistically significant impact on the academic achievement of the experimental group compared to the control group. Hence, LLFC shows potential as a learner-centred adaptation of FCM that can enhance undergraduate students’ academic achievement.
format Conference or Workshop Item
author Preece, Abdul Shakour Duncan
Hamed, Popoola Kareem
author_facet Preece, Abdul Shakour Duncan
Hamed, Popoola Kareem
author_sort Preece, Abdul Shakour Duncan
title Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_short Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_full Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_fullStr Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_full_unstemmed Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_sort learner-led flipped classroom and undergraduate academic achievement: a new approach
publishDate 2018
url http://irep.iium.edu.my/70700/3/12th-ICLEI-KL-Schedule-of-Presentations.pdf
http://irep.iium.edu.my/70700/9/Learner-led%20flipped%20classroom.pdf
http://irep.iium.edu.my/70700/
_version_ 1643619259385905152
score 13.211869

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