Affiliation:
1. University of California, Berkeley, USA
2. Mind My Education, Sacramento, USA
Abstract
In flipped classrooms, students learn course content by watching flipped lessons (videos) outside of class time. During class, instructors guide learning by answering questions, facilitating projects, and fostering relationships with students. Although flipped classrooms are gaining popularity in secondary school settings, most research is performed with college-age samples. In this study, we compared two sections of a summer-based cognitive neuroscience course for academically talented youth: a flipped class and a class with traditional face-to-face instruction. Measures of academic achievement did not differ between the classes. The flipped class spent more time watching and re-watching lessons than the traditional class spent reading texts. Students rated organization, clarity, and enjoyment significantly higher in the traditional class. Despite these findings, the majority of students in both classes requested flipped lessons in the future. These results can inform how to flip classrooms for highly motivated secondary school students.
Cited by
4 articles.
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1. Students’ Perception of Flipped Classroom in College French Reading;Proceedings of the 4th International Conference on Progressive Education 2022 (ICOPE 2022);2023
2. Effect of blended learning on student performance in K‐12 settings: A meta‐analysis;Journal of Computer Assisted Learning;2022-06-20
3. Mobile Augmented Reality Adapted to the Gentry-Gable Motivation Model. An Experience of Gifted Students;2021 40th International Conference of the Chilean Computer Science Society (SCCC);2021-11-15
4. What the Flip;Shifting to Online Learning Through Faculty Collaborative Support;2021