Reverse teaching: Exploring student perception of "flip teaching"
Reverse teaching: Exploring student perception of "flip teaching"
The concept of reverse teaching, considered by some as the education model of the future due to increasing technological availability in the classroom, has received great attention in education research lately. However, the focus of these studies has mainly been on the understanding of reverse teaching in terms of its application rather than exploring the students’ perceptions of reverse teaching itself. This study explores the students’ perceptions of reverse teaching. Based on 28 in-depth interviews, this study submits a conceptualization of reverse teaching from the students’ point-of-view. The concept of reverse teaching constitutes three dimensions, expanding our knowledge of the construct. The study posits a crucial link between preparation, interaction, outcomes, and the understanding of reverse teaching. Guidelines are proposed for reverse teaching, extending existing literatures, with insights and implications for educators.
51-61
Nguyen, Bang
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Yu, Xiaoyu
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Japutra, Arnold
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Chen, Cheng-Hao Steve
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Nguyen, Bang
7b8e2610-577a-4f04-917b-ffe20fd620c8
Yu, Xiaoyu
01557f13-6f95-4cfb-891b-1d2a4d80fc27
Japutra, Arnold
e653e038-4b2b-4933-9de6-6c9f7f21d938
Chen, Cheng-Hao Steve
fd7f1d55-ca39-4735-ae81-a2fd2aba0963
Nguyen, Bang, Yu, Xiaoyu, Japutra, Arnold and Chen, Cheng-Hao Steve
(2016)
Reverse teaching: Exploring student perception of "flip teaching".
Active Learning in Higher Education, 17 (1), .
(doi:10.1177/1469787415616727).
Abstract
The concept of reverse teaching, considered by some as the education model of the future due to increasing technological availability in the classroom, has received great attention in education research lately. However, the focus of these studies has mainly been on the understanding of reverse teaching in terms of its application rather than exploring the students’ perceptions of reverse teaching itself. This study explores the students’ perceptions of reverse teaching. Based on 28 in-depth interviews, this study submits a conceptualization of reverse teaching from the students’ point-of-view. The concept of reverse teaching constitutes three dimensions, expanding our knowledge of the construct. The study posits a crucial link between preparation, interaction, outcomes, and the understanding of reverse teaching. Guidelines are proposed for reverse teaching, extending existing literatures, with insights and implications for educators.
Text
Active Learning in Higher Education-2016-Nguyen-51-61
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Accepted/In Press date: 26 November 2015
e-pub ahead of print date: 1 March 2016
Organisations:
Digital and Data Driven Marketing, Southampton Business School
Identifiers
Local EPrints ID: 411415
URI: http://eprints.soton.ac.uk/id/eprint/411415
ISSN: 1469-7874
PURE UUID: 15051ffe-4401-4320-a333-6a7f70f2f158
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Date deposited: 20 Jun 2017 16:31
Last modified: 16 Mar 2024 04:19
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Author:
Bang Nguyen
Author:
Xiaoyu Yu
Author:
Arnold Japutra
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