Flipped classroom in higher education: An investigation of instructor perceptions through the lens of TPACK
Tóm tắt
This study was carried out by using the nested single case study design, which is a qualitative case study method, in order to determine the experiences and thoughts of the instructors about the flipped classroom method. The experiences of the instructors related to the flipped classroom were examined within the framework of Technological Pedagogical and Content Knowledge (TPACK). The study group of the research consisted of instructors working at a state university in Turkey, and taking part in 4 different departments determined by purposive sampling. Five instructors were interviewed, and one instructor's lesson was observed. The data were collected through a semi-structured interview form and observation form developed by the researchers. Content analysis method was used in the data analysis. The definitions of the flipped classroom, the technologies used in the flipped classroom, the effects of the flipped classroom on students, the difficulties encountered in the flipped classroom, and the themes and sub-themes for making the flipped classroom more effective were determined as a result of the interviews with the instructors. There were various positive and negative opinions of the participants under each topic. According to the results of the study, TPACK-related competencies of the instructors in integrating technology into learning environments also had an important place in the development or provision of course materials as well as the use of these materials in the flipped classroom.
Tài liệu tham khảo
Albert, M., & Beatty, B. J. (2014). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business, 89(8), 419–424. https://doi.org/10.1080/08832323.2014.929559
Aghaei, K., Rajabi, M., Lie, K. Y., & Ajam, F. (2020). Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom. Education and Information Technologies, 25(3), 1607–1623. https://doi.org/10.1007/s10639-019-10039-9
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168. https://doi.org/10.1016/j.compedu.2008.07.006
Arif, S., & Omar, I. (2019). Effectiveness of flipped classroom in teaching Basic English courses. Yükseköğretim Dergisi, 9(3), 279–289. https://doi.org/10.2399/yod.19.003
Baker, J. W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. Paper presented at the 11th international conference on college teaching and learning, Jacksonville, FL.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day (pp. 120–190). International Society for Technology in Education.
Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153–172.
Brouwer, J., Jansen, E., Severiens, S., & Meeuwisse, M. (2019). Interaction and belongingness in two student-centered learning environments. International Journal of Educational Research, 97, 119–130. https://doi.org/10.1016/j.ijer.2019.07.006
Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49–55.
Brun, M., & Hinostroza, J. (2014). Learning to become a teacher in the 21st century: ICT integration in initial teacher education in Chile. Educational Technology and Society, 17(3), 222–238.
Cai, J., Yang, H. H., Gong, D., MacLeod, J., & Zhu, S. (2019). Understanding the continued use of flipped classroom instruction: A personal beliefs model in Chinese higher education. Journal of Computing in Higher Education, 31(1), 137–155. https://doi.org/10.1007/s12528-018-9196-y
Chai, C. S., Koh, J. H., & Tsai, C. (2010). Facilitating pre-service teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology and Society, 13(4), 63–73.
Chen, C. H., & Tsai, C. C. (2021). In-service teachers’ conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Education, 170, 104224. https://doi.org/10.1016/j.compedu.2021.104224
Cheng, S. L., Chen, S. B., & Chang, J. C. (2021). Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration. British Journal of Educational Technology, 52(2), 734–750. https://doi.org/10.1111/bjet.13052
Cheng, S.-L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062. https://doi.org/10.1016/j.tate.2020.103062
Cox, M. J. (2008). Researching IT in education. In International handbook of information technology in primary and secondary education (pp. 965–981). Springer, Boston, MA.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–339.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580. https://doi.org/10.1007/s11423-013-9305-6
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology Research and Development, 53(4), 25–39.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001
Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182. https://doi.org/10.1016/j.compedu.2012.10.008
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14–27. https://doi.org/10.1007/s11528-013-0698-1
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: Is it effective? Chemistry Education Research and Practice, 16(1), 179–186. https://doi.org/10.1039/C4RP00230J
Foulger, T. S., Buss, R. R., Wetzel, K., & Lindsey, L. (2015). Instructors’ growth in TPACK: Teaching technology-infused methods courses to pre-service teachers. Journal of Digital Learning in Teacher Education, 31(4), 134–147.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. The McGraw-Hill Companies Inc.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development Using Information and Communication Technology, 9(1), 112–125.
Gauci, S. A., Dantas, A. M., Williams, D. A., & Kemm, R. E. (2009). Promoting student-centered active learning in lectures with a personal response system. Advances in Physiology Education, 33(1), 60–71. https://doi.org/10.1152/advan.00109.2007
Hammersley, M., & Traianou, A. (2012). Ethics in qualitative research: Controversies and contexts. Sage.
Hermans, R., Tondeur, J., van Braaak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51, 1499–1509. https://doi.org/10.1016/j.compedu.2008.02.001
HinojoLucena, F. J., López Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo Sánchez, S. (2020). Academic effects of the use of flipped learning in physical education. International Journal of Environmental Research and Public Health, 17(1), 276. https://doi.org/10.3390/ijerph17010276
Hsia, L. H., Lin, Y. N., & Hwang, G. J. (2021). A creative problem solving-based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology, 52(4), 1771–1787. https://doi.org/10.1111/bjet.13073
Jwaifell, M., Abu-Omar, R., & Al-Tarawneh, M. A. (2018). The readiness of Arabic Language teachers for integrating flipped classroom: Case of Ma’an. International Journal of Instruction, 11(4), 855–868. https://doi.org/10.12973/iji.2018.11454a
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22(3), 37–50. https://doi.org/10.1016/j.iheduc.2014.04.003
Kirshstein, R., Birman, B., Quinones, S., Levin, D., Stephens, M., & Loy, N. (2000). The first-year implementation of the Technology Literacy Challenge Fund in five states. Office of Educational Research and Improvement, U.S. Department of Education.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Kulakow, S., & Raufelder, D. (2020). Enjoyment benefits adolescents’ self-determined motivation in student-centered learning. International Journal of Educational Research, 103, 101635. https://doi.org/10.1016/j.ijer.2020.101635
Kushairi, N., & Ahmi, A. (2021). Flipped classroom in the second decade of the Millenia: A bibliometrics analysis with Lotka’s law. Education and Information Technologies, 26(4), 4401–4431. https://doi.org/10.1007/s10639-021-10457-8
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39, 417–441. https://doi.org/10.1080/15391523.2006.10782478
Limniou, M., Schermbrucker, I., & Lyons, M. (2018). Traditional and flipped classroom approaches delivered by two different teachers: The student perspective. Education and Information Technologies, 23(2), 797–817. https://doi.org/10.1007/s10639-017-9636-8
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Long, T., Cummins, J., & Waugh, M. (2016). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179–200. https://doi.org/10.1007/s12528-016-9119-8
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D. A., & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236–243. https://doi.org/10.1097/ACM.0000000000000086
Mcmahon, G. (2009). Critical thinking and ICT integration in a Western Australian secondary school. Educational Technology and Society, 12, 269–281.
Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85–87.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Mok, H. N. (2014). Teaching tips: The flipped classroom. Journal of Information Systems Education, 25(1), 7–11.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523. https://doi.org/10.1016/j.tate.2005.03.006
Nouri, J. (2016). The flipped classroom: For active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 33. https://doi.org/10.1186/s41239-016-0032-z
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Ottenbreit-Leftwich, A., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55, 1321–1335. https://doi.org/10.1016/j.compedu.2010.06.002
Özbay, Ö., & Sarıca, R. (2019). Ters yüz sınıfa yönelik gerçekleştirilen çalışmaların eğilimleri: bir sistematik alanyazın taraması [Trends of studies conducted for the flipped classroom: a systematic literature review]. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 332–348. https://doi.org/10.31592/aeusbed.595036
Özbay, Ö., & Çınar, S. (2021). Effectiveness of flipped classroom teaching models in nursing education: A systematic review. Nurse Education Today, 104922. https://doi.org/10.1016/j.nedt.2021.104922
Petousi, V., & Sifaki, E. (2020). Contextualizing harm in the framework of research misconduct. Findings from a discourse analysis of scientific publications. International Journal of Sustainable Development, 23(3/4), 149–174. https://doi.org/10.1504/IJSD.2020.10037655
Piotrowski, A., & Witte, S. (2016). Flipped Learning and TPACK construction in English education. International Journal of Technology in Teaching and Learning, 12(1), 33–46.
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1–5. https://doi.org/10.5688/ajpe7610196
Pourhosein-Gilakjani, A., & Rahimy, R. (2020). Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the Teacher’s role. Education and Information Technologies, 25(2), 1129–1159. https://doi.org/10.1007/s10639-019-10009-1
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Science, 105(2), 44–49.
Saab, N., & Stengs, S. (2014). Teachers who use flipping the classroom: Professional development, feelings of autonomy and TPACK. International Journal of Social Media and Interactive Learning Environments, 2(4), 341–360. https://doi.org/10.1504/IJSMILE.2014.067639
Sales, G. C. (2010). Can modern e-learning development follow a process that ensures quality? Contemporary Educational Technology, 1(1), 93–94.
Shaffer, S. (2016). One high school English teacher: On his way to a flipped classroom. Journal of Adolescent & Adult Literacy, 59(5), 563–573. https://doi.org/10.1002/jaal.473
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9108-4
Sun, J. C. Y., & Wu, Y. T. (2016). Analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms. International Review of Research in Open and Distributed Learning, 17(1), 79–99. https://doi.org/10.19173/irrodl.v17i1.2116
Tobiason, G. (2021). From content-centered logic to student-centered logic: can peer observation shift how faculty think about their teaching?. International Journal for Academic Development, 1-14. https://doi.org/10.1080/1360144X.2021.2015691
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009
Urban, E. R., Navarro, M., & Borron, A. (2018). TPACK to GPACK? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms. Teaching and Teacher Education, 73, 81–89. https://doi.org/10.1016/j.tate.2018.03.013
Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41, 25–41.
Yang, C. C. R., & Chen, Y. (2020). Implementing the flipped classroom approach in primary English classrooms in China. Education and Information Technologies, 25(2), 1217–1235. https://doi.org/10.1007/s10639-019-10012-6
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı) [Qualitative research methods in the social sciences]. Ankara: Seçkin Publisher.
Yıldız, E. (2020). Investigation of factors affecting the sense of community of distance education learners in online learning environments. Journal of Qualitative Research in Education, 8(1), 180–205. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.9m
Yin, R. K. (2015). Case study research and applications: Design and methods (5th ed.). Sage Publications.
Yoder, R. J., Bobbitt-Zeher, D., & Sawicki, V. (2021). Understanding the use of student-centered teaching methods in undergraduate chemistry courses. Research in Science Education, 51(2), 845–863. https://doi.org/10.1007/s11165-019-9820-5
Wang, S., & Zhang, D. (2019). Student-centred teaching, deep learning and self-reported ability improvement in higher education: Evidence from Mainland China. Innovations in Education and Teaching International, 56(5), 581–593. https://doi.org/10.1080/14703297.2018.1490662