To what extent does ‘flipping’ make lessons effective in a multimedia production class?

Abstract

This study examines the effects of a flipped classroom in a technology integration course for pre-service teachers. In total, 79 students were randomly assigned into a flipped classroom or a traditional classroom group and given three multimedia production tasks. Students in the flipped group reviewed an e-book for lessons on multimedia productions before a face-to-face class and participated in interactive learning activities in class while the control group students had traditional computer lab instructions with no pre-assignment tasks. Student performance in three learning tasks was compared between groups. The study results revealed that the flipped classroom group performed the learning tasks significantly better than the control group and that the image production task was the most challenging among the three tasks. The effects of the flipped classroom were most evident in the image production task. The student perception survey also showed positive attitudes towards the flipped classroom among the experimental group.

Keywords:

• Flipped classroom
• blended learning
• e-book
• multimedia production
• teacher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Acknowledgement

This paper was presented at the World Conference on E-Learning (E-Learn) 2015, Kona, Hawaii.