Learner-led flipped classroom and undergraduate academic achievement: a new approach

Flipped Classroom Method (FCM), a sub-category of blended learning, is a renowned teaching method that combines online learning with face to face instruction. Yet, the onus of preparing the online resources and classroom activities falls upon the teacher, meaning that it can still be considered to b...

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Main Authors:	Preece, Abdul Shakour Duncan, Hamed, Popoola Kareem
Format:	Conference or Workshop Item
Language:	English English
Published:	2018
Subjects:	L Education (General) LB1705 Education and training of teachers
Online Access:	http://irep.iium.edu.my/70700/ http://irep.iium.edu.my/70700/3/12th-ICLEI-KL-Schedule-of-Presentations.pdf http://irep.iium.edu.my/70700/9/Learner-led%20flipped%20classroom.pdf

id	iium-70700
recordtype	eprints
spelling	iium-707002019-02-15T08:44:05Z http://irep.iium.edu.my/70700/ Learner-led flipped classroom and undergraduate academic achievement: a new approach Preece, Abdul Shakour Duncan Hamed, Popoola Kareem L Education (General) LB1705 Education and training of teachers Flipped Classroom Method (FCM), a sub-category of blended learning, is a renowned teaching method that combines online learning with face to face instruction. Yet, the onus of preparing the online resources and classroom activities falls upon the teacher, meaning that it can still be considered to be rather teacher-centered in nature. The authors set about adapting FCM to make it truly learner-centered by giving students the opportunity to lead the flipped classroom, in consultation with their lecturer. This novel approach was termed 'Learner-led Flipped Classroom' (LLFC). The researchers conducted a quasi-experiment at a faculty of education in a Malaysian university to determine the effects of LLFC on learners' academic achievement. The intervention lasted five weeks using a course entitled 'Curriculum and Instruction'. The experimental group (45) were exposed to LLFC while the control group (33) experienced conventional teaching. The results of the pre-test and post-test indicated that LLFC had a statistically significant impact on the academic achievement of the experimental group compared to the control group. Hence, LLFC shows potential as a learner-centred adaptation of FCM that can enhance undergraduate students’ academic achievement. 2018-12 Conference or Workshop Item NonPeerReviewed application/pdf en http://irep.iium.edu.my/70700/3/12th-ICLEI-KL-Schedule-of-Presentations.pdf application/pdf en http://irep.iium.edu.my/70700/9/Learner-led%20flipped%20classroom.pdf Preece, Abdul Shakour Duncan and Hamed, Popoola Kareem (2018) Learner-led flipped classroom and undergraduate academic achievement: a new approach. In: The 12th International Conference on Language, Education, and Innovation 2018, 17-18 Dec 2018, Impiana KLCC Hotel, Kuala Lumpur. (Unpublished)
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English English
topic	L Education (General) LB1705 Education and training of teachers
spellingShingle	L Education (General) LB1705 Education and training of teachers Preece, Abdul Shakour Duncan Hamed, Popoola Kareem Learner-led flipped classroom and undergraduate academic achievement: a new approach
description	Flipped Classroom Method (FCM), a sub-category of blended learning, is a renowned teaching method that combines online learning with face to face instruction. Yet, the onus of preparing the online resources and classroom activities falls upon the teacher, meaning that it can still be considered to be rather teacher-centered in nature. The authors set about adapting FCM to make it truly learner-centered by giving students the opportunity to lead the flipped classroom, in consultation with their lecturer. This novel approach was termed 'Learner-led Flipped Classroom' (LLFC). The researchers conducted a quasi-experiment at a faculty of education in a Malaysian university to determine the effects of LLFC on learners' academic achievement. The intervention lasted five weeks using a course entitled 'Curriculum and Instruction'. The experimental group (45) were exposed to LLFC while the control group (33) experienced conventional teaching. The results of the pre-test and post-test indicated that LLFC had a statistically significant impact on the academic achievement of the experimental group compared to the control group. Hence, LLFC shows potential as a learner-centred adaptation of FCM that can enhance undergraduate students’ academic achievement.
format	Conference or Workshop Item
author	Preece, Abdul Shakour Duncan Hamed, Popoola Kareem
author_facet	Preece, Abdul Shakour Duncan Hamed, Popoola Kareem
author_sort	Preece, Abdul Shakour Duncan
title	Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_short	Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_full	Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_fullStr	Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_full_unstemmed	Learner-led flipped classroom and undergraduate academic achievement: a new approach
title_sort	learner-led flipped classroom and undergraduate academic achievement: a new approach
publishDate	2018
url	http://irep.iium.edu.my/70700/ http://irep.iium.edu.my/70700/3/12th-ICLEI-KL-Schedule-of-Presentations.pdf http://irep.iium.edu.my/70700/9/Learner-led%20flipped%20classroom.pdf
first_indexed	2023-09-18T21:40:22Z
last_indexed	2023-09-18T21:40:22Z
_version_	1777413099506106368

Learner-led flipped classroom and undergraduate academic achievement: a new approach

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