The educational sector was transforming, wherein distance learning was considered a contemporary alternative to the campus-based learning approach. The flipped classroom concept was a well-researched method that could be applied within the distance-learning paradigm. There were claims that suggest a variety of advantages, however, available publications were lacking the perspective of the primary beneficiary: the students. On this basis, the research question was formulated how distance-students in higher education perceive the benefits and challenges with the technology-enhanced flipped classroom concept. The research was purposefully designed to build on existing contemporary knowledge claims. The review originated from a holistic review of the flipped classroom concept down to well-established educational theories that were connected to contemporary learning methods within the field of Informatics. The empirical data for this qualitative research was collected through seven semi-structured interviews that were preceded by a preliminary observational study. By the means of a thematic analysis, three major themes were identified that offered a broader insight into the students' perspective with regards to the benefits and challenges of the flipped classroom concept. Namely, these themes were (1) sentimental involvement, (2) flipped classroom design, and (3) participants’ perception. The findings revealed that the discussion-based sessions assisted them to foster the knowledge transfer. Furthermore, the ability to contribute and influence the discussion had been perceived as positive. The results of this research confirmed earlier claims concerning a positive perception of the flipped classroom concept. Current scientific publications already argued the importance of student-centered education as a method to develop competencies of students and improve the knowledge transfer of the course participants. This research discovered that the flipped classroom concept was a viable tool to further empower students and facilitate constructivism through communication and enhancement of cognitivism.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-97167 |
| Date | January 2020 |
| Creators | Fuchs, Kevin |
| Publisher | Linnéuniversitetet, Institutionen för informatik (IK) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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