The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level
Abstract
The flipped classroom is a popular teaching method where course content is transferred to students through online resources to implement more active learning strategies in-class time. The study aims to investigate the effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level, alongside students’ perspectives toward the flipped classroom. The research involved 97 freshmen students in Turkey. During a 7-week application process, the experimental group students learned the course content with the flipped classroom method, whereas the control group students learned the course content through the traditional method. The findings of the study revealed that the flipped classroom was more effective than the traditional method in terms of using deep learning strategies and increasing the levels of cognitive and emotional engagement. However, there was no difference in behavioral engagement levels between the experimental and control groups. The findings also showed that viewing pre-recorded videos before coming to class enabled students to comprehend course content better and easier. Flipped learning enabled students to develop their research and application skills. Technical facilities were the biggest difficulty for students in flipped learning. The implications for flipped learning are also discussed, including several techniques for controlling students’ viewing lecture videos and providing alternative course materials to students.
Keywords
flipped classroom, deep learning strategy, student engagement, student perspectives
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