Letting the learners lead: adapting FCM to enhance learner motivation, interaction and academic achievement
The purpose of the research was to establish whether ‘blended learner-led learning’ could impact learners’ motivation, interaction and academic achievement. The researchers set about adapting Flipped Classroom Method by allowing small teams of undergraduate students to share the responsibility o...
Main Authors: | , |
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Format: | Article |
Language: | English English |
Published: |
IIUM Press, International Islamic University Malaysia
2018
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Subjects: | |
Online Access: | http://irep.iium.edu.my/70597/ http://irep.iium.edu.my/70597/ http://irep.iium.edu.my/70597/1/70597_Letting%20the%20learners%20lead_article.pdf http://irep.iium.edu.my/70597/2/70597_Letting%20the%20learners%20lead_scopus.pdf |
Summary: | The purpose of the research was to establish whether ‘blended
learner-led learning’ could impact learners’ motivation, interaction
and academic achievement. The researchers set about adapting
Flipped Classroom Method by allowing small teams of
undergraduate students to share the responsibility of preparing
online materials and then administering them using Flipped
Classroom Method, under the guidance and supervision of the
lecturer. Flipped Classroom Method is currently a popular
pedagogical approach that utilizes instructional technology
combining face to face learning with online learning. This has a
number of advantages: it allows learners to access materials online
at any time or place and engages learners in a more active,
constructivist learning environment. However, it poses challenges for
teachers and students who are more used to a conventional approach
to teaching and learning because it challenges a traditional
teacher-student relationship where the teacher is seen as the central
authority for knowledge and learning. Moreover, it requires a lot of
effort on the part of the teacher to prepare all the online resources.
The researchers conducted a quasi-experiment with an
undergraduate course called 'Curriculum and Instruction' that lasted
five weeks. The purpose was to see the effects of blended learner-led
learning on students’ motivation, interaction and academic
achievement. The results show that blended learner-led learning had
a statistically significant impact on all three for the experimental
group. Consequently, it represents a viable alternative for instructors |
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