Using Expert Opinion to Define Flipped Learning and Characterize Its Impact on Learning
Abstract
As flipped learning’s popularity continues to grow among educators, a clear definition and operationalization is needed to understand the best practices associated with its use. Aside from flipping where students learn new content and where they apply it, the literature lacks a definitive understanding about how flipped learning is best used. A Delphi study was employed to allow flipped learning experts, four secondary educators and two higher education educators, to offer a more concrete definition of flipped learning and to uncover best practices for its implementation in secondary education and higher education. The expert panel took three rounds of iterative surveys from which consensus and dissensus was analyzed to identify the unique features of flipped learning and to determine best practices associated with its use. Experts agreed that flipped learning while flexible in implementation should focus on students applying skills in class rather than learning new content from the teacher during class time. Also, experts agreed that flipped learning allowed teachers to assess student understanding more effectively than traditional lecture-based classes because students were working with new content in front of the teacher. Ultimately, using flipped learning may not always look the same from classroom to classroom, and the ramifications of this study discourages a restrictive definition of flipped learning and a static vision of implementation. Rather, this study invites flipped learning experts to offer additional circumstances where flipped learning may be an effective pedagogical choice.
Subject Area
Educational technology
Recommended Citation
Snyder, Nathan Charles, "Using Expert Opinion to Define Flipped Learning and Characterize Its Impact on Learning" (2019). ETD Collection for Fordham University. AAI13859872.
https://research.library.fordham.edu/dissertations/AAI13859872
