Flipped Classroom and Learning Strategies

This paper seeks to answer the research question, "How does the flipped classroom affect students' learning strategies?". In e-learning research, several studies have focused on how students and teachers perceive the flipped classroom approach. In general, these studies have reported pleasing results. Nonetheless, few, if any, have attempted to identify the potential effects of the flipped classroom approach on how students learn. This study was based on two cases: 1) a business modelling course and 2) a research methodology course. In both cases, participating students were from information systems courses at Dalarna University in Sweden. Recorded lectures replaced regular lectures. The recorded lectures were followed by seminars that focused on the learning content of each lecture in various ways. Three weeks after the final seminar, we arranged for two focus group interviews to take place per course, with 8 to 10 students participating in each group. We asked open questions on how the students thought they had been affected and more specific questions that were generated from a literature study on the effects of flipped classroom courses. These questions dealt with issues of mobility, the potential for repeating lectures, formative feedback, the role of seminars, responsibility, empowerment, lectures before seminars, and any problems encountered. Our results show that, on completion of the courses, students thought differently about learning in relation to more traditional approaches, especially regarding the need to be more active. Most students enjoyed the mobility aspect of the flipped classroom approach, as well the accessibility of recorded lectures. However, a few claimed it demanded a more disciplined attitude. Most students expressed a feeling of increased activity and responsibility when participating in seminars. Some even felt empowered, because they could influence seminar content. The length of recorded lectures and the opportunity to navigate within them were also considered important. The arrangement of the seminar rooms should promote face-to-face discussions. Finally, the types of questions and tasks were found to affect the outcomes of the seminars. In conclusion, we found that, if students are to be active, responsible, empowered, and critical, they have to be informed. They also need to have the opportunities and mandate to influence how, where and when to learn. Finally, they should be able to receive continuous feedback during the learning process. A flipped classroom approach can support such a learning strategy.