Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist

Erwin Van Vliet, Jacobus C. Winnips, Natasa Brouwer

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    127 Citations (Scopus)
    359 Downloads (Pure)

    Abstract

    In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable.
    Original languageEnglish
    Pages (from-to)1-10
    Number of pages10
    JournalCBE-Life Sciences Education
    Volume14
    Issue number3
    DOIs
    Publication statusPublished - 3-Sept-2015

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