Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

Abstract The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addr...

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Main Authors: Khe Foon Hew, Chengyuan Jia, Donn Emmanuel Gonda, Shurui Bai
Format: Article
Language:English
Published: SpringerOpen 2020-12-01
Series:International Journal of Educational Technology in Higher Education
Subjects:
Online Access:https://doi.org/10.1186/s41239-020-00234-x
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spelling doaj-c84ee10f81a543bc870a8c7f9d76ff7e2020-12-27T12:03:31ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402020-12-0117112210.1186/s41239-020-00234-xTransitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classroomsKhe Foon Hew0Chengyuan Jia1Donn Emmanuel Gonda2Shurui Bai3Faculty of Education, The University of Hong KongFaculty of Education, The University of Hong KongFaculty of Education, The University of Hong KongFaculty of Education, The University of Hong KongAbstract The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the help of a cloud-based video conferencing app. As in a conventional flipped course, in a fully online flipped course students are encouraged to complete online pre-class work. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This study examines the effect of fully online flipped classrooms on student learning performance in two stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped classes. The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and Evaluate. In Stage Two, we describe how we transformed the two conventional flipped classes into fully online flipped classes. Quantitative analyses of students’ final course marks reveal that the participants in the fully online flipped classes performed as effectively as participants in the conventional flipped learning classes. Our qualitative analyses of student and staff reflection data identify seven good practices for videoconferencing-assisted online flipped classrooms.https://doi.org/10.1186/s41239-020-00234-xPedagogyOnline flipped classroomFlipped learningGood practices
collection DOAJ
language English
format Article
sources DOAJ
author Khe Foon Hew
Chengyuan Jia
Donn Emmanuel Gonda
Shurui Bai
spellingShingle Khe Foon Hew
Chengyuan Jia
Donn Emmanuel Gonda
Shurui Bai
Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms
International Journal of Educational Technology in Higher Education
Pedagogy
Online flipped classroom
Flipped learning
Good practices
author_facet Khe Foon Hew
Chengyuan Jia
Donn Emmanuel Gonda
Shurui Bai
author_sort Khe Foon Hew
title Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms
title_short Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms
title_full Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms
title_fullStr Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms
title_full_unstemmed Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms
title_sort transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms
publisher SpringerOpen
series International Journal of Educational Technology in Higher Education
issn 2365-9440
publishDate 2020-12-01
description Abstract The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the help of a cloud-based video conferencing app. As in a conventional flipped course, in a fully online flipped course students are encouraged to complete online pre-class work. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This study examines the effect of fully online flipped classrooms on student learning performance in two stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped classes. The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and Evaluate. In Stage Two, we describe how we transformed the two conventional flipped classes into fully online flipped classes. Quantitative analyses of students’ final course marks reveal that the participants in the fully online flipped classes performed as effectively as participants in the conventional flipped learning classes. Our qualitative analyses of student and staff reflection data identify seven good practices for videoconferencing-assisted online flipped classrooms.
topic Pedagogy
Online flipped classroom
Flipped learning
Good practices
url https://doi.org/10.1186/s41239-020-00234-x
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