Comparison of the Traditional With a Flipped Classroom Approach in a Psychology Module Maria Limniou, Minna Lyons and Ian Schermbrucker School of Psychology, The University of Liverpool, UK
[email protected] [email protected] [email protected] Abstract: In this investigation, we studied whether a flipped classroom approach increases students’ learning and satisfaction compared to a traditional teaching approach. Two teachers introduced first year psychology students to social and clinical psychology. All the 384 first year psychology students had the opportunity to be involved in the two teaching approaches consecutively over the academic year 2014-2015. At the end of the semester 1 the students evaluated the module expressing their views on the two different approaches. In this investigation the teachers discussed the difficulties that they faced in teaching a large number of students by following either the traditional way or a flipped classroom approach. In order to make the distinction of the two approaches to students, the teacher who followed the traditional teaching approach covered the topic of social psychology over the first five weeks of semester one (academic year 2014-2015), while the other who followed the flipped classroom approach covered the area of clinical psychology over the other five weeks of the semester one (academic year 2014-2015). In social psychology, the teacher A presented the topic in a lecture theatre by using PowerPoint presentations. A relevant with the lecture topic reading list was uploaded on the Virtual Learning Environment for students to read it at their own time and space. In clinical psychology, the teacher B followed a blended learning approach where students were given reading and activities prior to the session and they were asked to use these as a basis for discussions in the face-to-face class environment following a flipped classroom approach. Weekly online quizzes, discussions, reading and seminars were the main components that supported the flipped classroom activities, before, during and after the lecture time. The teacher B did not have any previous experience in a flipped classroom approach. At the end of the first semester, 231 students evaluated the module on several aspects. Students thought that the flipped classroom approach helped them to develop their understanding more than the traditional lecture approach. They also enjoyed the reading materials for the flipped classroom more than for the traditional approach. The survey provides preliminary evidence of the student’s engagement in different learning environments and the results are discussed in terms of teachers’ perspectives and the two approaches’ challenges for teaching. Keywords: flipped classroom, social and clinical psychology, virtual learning environment, pedagogy, higher education, active learning
1. Introduction In Higher Education teachers explore alternative teaching approaches which might move them from being “a sage on the stage” to more of a “guide on the side”. Teachers act as “sages on the stage” mainly when they follow the traditional approach, where they are in the centre of the learning process and their role is to transmit knowledge to students’ minds with the minimum effort and resources. Traditionally, in a class, students take lecture notes and they spend time memorising knowledge without actively participating in the learning process. However, a traditional lecture might have homework or assignments, where students apply the knowledge taught during the lecture (Slavin, 2006). In contrast, “a guide on the side” approach encourages students to explore the learning material independently or within a group, where teachers allow students to construct their own knowledge based on their previous experience. Flipped classroom is an instructional approach which combines the above approaches. Specifically, students have access to learning material before the face-to-face class in order to prepare themselves to participate in class activities. During the lecture teachers guide the process of feedback through discussions, collaboration among students and/or between students and experts, while simultaneously progressing through material using focused presentations on students’ specific questions. At the end of the lecture time, teachers provide additional explanations and resources to students so that students can continue applying their knowledge and skills after clarifications and feedback in the class (O’Flahery and Phillips, 2015). The idea of flipped classroom is a unique combination of constructivist with behaviourist principles. Students are actively engaged in knowledge construction through their interactions with their peers, their teachers and the learning material (Duffy and Cunningham, 1997) in order to move from a lower-order to higher-order evaluation skills (Bloom and Krathwohl, 1956). Overall, flipped classroom supports activities before, during and after a formal class/lecture time. Students study learning material and/or participate in online activities before
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