Psychology course redesign: an interactive approach to learning in a micro-flipped classroom

• Published in: Smart learning environments Vol. 4; no. 1; pp. 1 - 9
• Main Authors: Borchardt, Jamie, Bozer, Amber Harris
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 19.12.2017; Springer Nature B.V; SpringerOpen
• Subjects: Academic Achievement; Active Learning; Class Activities; Classroom; Classroom Communication; Classroom Environment; Classroom Techniques; Classrooms; College; College Science; Computers and Education; Critical Thinking; Education; Flipped; Flipped Classroom; Group Activities; Group Discussion; Homework; Influence of Technology; Learner Engagement; Learning Strategies; Lecture Method; Lecture-based; Literature Reviews; Micro-flipped; Open Source Technology; Pedagogy; Psychology; Redesign; Taxonomy; Technological Advancement; Video Technology; College; Classroom; Flipped; Pedagogy; Micro-flipped; Lecture-based
• ISSN: 2196-7091; 2196-7091
• DOI: 10.1186/s40561-017-0049-3

A micro-flipped classroom combines the traditional lecture-based course and the flipped classroom for a blended mixture of the two pedagogical approaches. It allows the instructor time to lecture in class, while promoting more interactive discussions between the students. In this study, we compared the differences between a traditional lecture-based course and a micro-flipped course to see if there were differences in three exam grades and overall course grades. Exam specific analyses revealed that exams delivered in the early and mid-semester (Exams 1 and 2) resulted in slightly higher grades in the micro-flipped class group, and the statistically significant benefits of the micro-flipped course emerged during the third exam. We conclude that all increases in student performance are meaningful, and benefits of the micro-flipped classroom can be realized within the course of one semester.