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Students' Satisfaction with a Blended Instructional Design: The Potential of "Flipped Classroom" in Higher Education
ARTICLE

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Journal of Interactive Media in Education Volume 2016, Number 1,

Abstract

This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a "Flipped classroom" design in a first-year bilingual, English-taught module in a non-English-speaking country. "World Economy" is taught in the Faculty of Business and Economics at a traditional, face-to-face (F2F) Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. During 2013-14, the instructional designers implemented a "Flipped Classroom" design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University Virtual Learning Environment, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centred active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor. Therefore, the design targets module contents, skills practice and improvement of students' linguistic skills.

Citation

Nanclares, N.H. & Rodríguez, M.P. (2016). Students' Satisfaction with a Blended Instructional Design: The Potential of "Flipped Classroom" in Higher Education. Journal of Interactive Media in Education, 2016(1),. Retrieved December 9, 2019 from .

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