Student views on the use of a flipped classroom approach: Evidence from Australia
This case study reports on the move towards a flipped-classroom approach was it was adopted in a compulsory final-year undergraduate subject at the Australian National University. The research was seeking to investigate the value students' put on the traditional lecture format, as well as to measure how students' perception of the flipped classroom environment change throughout and after a semester. This research tool place in semester 2, 2012.
The flipped-classroom approach consisted of making "high quality notes" available to students, which the lecturer would talk through. These notes also included worked examples of the concepts which were being outlined. The purpose of this exercise was to free up time during the lectures for more interactive activities.
Time was allocated at the beginning of every class for students to ask questions of their lecturer. Additionally, a Feedback tool was added to the Moodle site, to enable students to ask anonymous questions regarding the learning materials. The answers to these questions were either provided in class time, or via a Forum post.
Quantitative data collected from the students indicated that the flipped classroom approach "could be perceived as a positive approach due to its combination of activity and demonstration" (2014, 38). By the end of the semester, "over 75% of total respondents viewed the flipped classroom as being beneficial to their learning experience compared to a didactic lecture structure" (2014, 41).