Title: A case study of learner and instructor perceptions of flipped course design and interactive learning environment
Authors: Kimberly S. Hurley
Addresses: School of Physical Education, Sport and Exercise Science, Ball State University, Health and Physical Activity Building 324, 2000 W. University Avenue, Muncie, IN 47303, USA
Abstract: Student learning preferences have changed dramatically over the past decade aligned with the fast-paced changes in technology, however, university courses, instructors and classroom spaces have lagged behind technology advances. Emerging, innovative alternatives to traditional learning in higher education classes are online or distance education, flipped course design or learning model and hybrid or blended courses. The focus of this study was to determine students' and teacher perceptions of flipped course design and learning in a technologically advanced, interactive learning space. Quantitative and qualitative data revealed positive, reflective responses to student and teacher experiences with the flipped learning model (flipped content, pace of information delivery, in-class homework) and interactive classroom environment (learning environment, innovative technology, transparent problem-solving). The interactive technology in the class environment allowed students to experience multiple methods and opportunities for mastering content and skills. This environment also encouraged risk-taking in both teaching and learning.
Keywords: flipped course design; blended learning; hybrid courses; student perceptions; interactive learning environments; innovative pedagogy; case study; instructor perceptions; flipped classroom; interactive technology; risk taking.
International Journal of Social Media and Interactive Learning Environments, 2014 Vol.2 No.4, pp.361 - 377
Available online: 20 Feb 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article