Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University
The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution. The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning act...
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Mississippi State University
2019-10-01
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doaj-7b311de90ed749ed8b603b4a76ebaefb2020-11-25T03:30:28ZengMississippi State UniversityJournal of Human Sciences and Extension2325-52262019-10-0173Flipping an Agricultural Teaching Methods Course at a Non-Land Grant UniversityNathan W Conner0Christopher T Stripling1Stacy Tomas2Dennis Fennewald3Billye Foster4University of Nebraska - LincolnUniversity of TennesseeOklahoma State UniversityTennessee Technological UniversityTennessee Technological University The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution. The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning activities that promote problem-solving and discussion. Basic qualitative methods were used to provide flexibility, rich description, and the emergence of common patterns and themes. Participants reported the online lectures were beneficial and provided order and structure to the learning process. Personal responsibility emerged as a subtheme with mixed responses. Some participants felt it was the responsibility of the students to watch the videos and make sure they understood, while others felt it was too much responsibility on the students. All participants acknowledged that online lectures were a valuable tool for delivering content knowledge. All participants reported the online lectures, combined with the learning activities during class meetings, deepened their knowledge of teaching and learning application and skill development. Overall, participants felt the flipped classroom approach was a confidence booster due to the use of class time to practice their teaching skills. Participants recognized the flipped classroom as an effective teaching approach. https://www.jhseonline.com/article/view/910flipped classroom, agricultural education, teaching methods |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Nathan W Conner Christopher T Stripling Stacy Tomas Dennis Fennewald Billye Foster |
spellingShingle |
Nathan W Conner Christopher T Stripling Stacy Tomas Dennis Fennewald Billye Foster Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University Journal of Human Sciences and Extension flipped classroom, agricultural education, teaching methods |
author_facet |
Nathan W Conner Christopher T Stripling Stacy Tomas Dennis Fennewald Billye Foster |
author_sort |
Nathan W Conner |
title |
Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University |
title_short |
Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University |
title_full |
Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University |
title_fullStr |
Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University |
title_full_unstemmed |
Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University |
title_sort |
flipping an agricultural teaching methods course at a non-land grant university |
publisher |
Mississippi State University |
series |
Journal of Human Sciences and Extension |
issn |
2325-5226 |
publishDate |
2019-10-01 |
description |
The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution. The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning activities that promote problem-solving and discussion. Basic qualitative methods were used to provide flexibility, rich description, and the emergence of common patterns and themes. Participants reported the online lectures were beneficial and provided order and structure to the learning process. Personal responsibility emerged as a subtheme with mixed responses. Some participants felt it was the responsibility of the students to watch the videos and make sure they understood, while others felt it was too much responsibility on the students. All participants acknowledged that online lectures were a valuable tool for delivering content knowledge. All participants reported the online lectures, combined with the learning activities during class meetings, deepened their knowledge of teaching and learning application and skill development. Overall, participants felt the flipped classroom approach was a confidence booster due to the use of class time to practice their teaching skills. Participants recognized the flipped classroom as an effective teaching approach.
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topic |
flipped classroom, agricultural education, teaching methods |
url |
https://www.jhseonline.com/article/view/910 |
work_keys_str_mv |
AT nathanwconner flippinganagriculturalteachingmethodscourseatanonlandgrantuniversity AT christophertstripling flippinganagriculturalteachingmethodscourseatanonlandgrantuniversity AT stacytomas flippinganagriculturalteachingmethodscourseatanonlandgrantuniversity AT dennisfennewald flippinganagriculturalteachingmethodscourseatanonlandgrantuniversity AT billyefoster flippinganagriculturalteachingmethodscourseatanonlandgrantuniversity |
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