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Redesigning flipped classrooms: a learning model and its effects on student perceptions

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Abstract

To maximize learners’ performance promotion in flipped classroom, this research redesigns a flipped classroom with four integrated practices: speed response questions, teacher face-to-face counselling, independent practices and team projects. Using questionnaire (N = 66) and interview (N = 20) data, the model is tested in two undergraduate introductory computer science courses in China, where students are typically reticent to engage in active learning in class. Data from a bipolar scale revealed that the majority of students regarded the new model as more student-centred. Using a learning capability matrix, this research deeply explored the benefits by learning dimension. The interviews provided details on the students’ positive attitudes to the model and one area of concern. This research may be helpful for the scholars who are redesigning their flipped classrooms or developing new in-class activities.

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Acknowledgements

This work was supported by the China Scholarship Council under grant [201506125055] and National Natural Science Foundation of China under grants [71573065] and [71571085].

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Authors and Affiliations

  1. School of Economics and Management, Harbin Institute of Technology, Harbin, 150001, People’s Republic of China

    Yanqing Wang, Xinzhuo Huang & Wenguo Ai

  2. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, 15260, USA

    Christian Dieter Schunn

  3. Foreign Language College, Beihang University, Beijing, 100191, China

    Yan Zou

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  1. Yanqing Wang
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  2. Xinzhuo Huang
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  3. Christian Dieter Schunn
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  4. Yan Zou
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  5. Wenguo Ai
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Correspondence to Xinzhuo Huang.

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Appendices

Appendix A

Table 4 Bipolar scale by Kim et al. (2014)
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Appendix B

Table 5 Bipolar data analysis of questionnaire
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Appendix C

Table 6 Mean ± SD values of 15 abilities by six learning activities
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Wang, Y., Huang, X., Schunn, C.D. et al. Redesigning flipped classrooms: a learning model and its effects on student perceptions. High Educ 78, 711–728 (2019). https://doi.org/10.1007/s10734-019-00366-8

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