The effect of structure in flipped classroom designs for deep and surface learning approaches

Abstract

A growing body of research is concerned with the implications of Flipped Classroom (FC) model at higher education institutions. There is a wide range of the opinions and experiences on FC model and the model is still being tested by the researchers and practitioners. For the purpose of examining best practices in FC models, the present study was conducted to investigate the effects of structure in the FC models on academic success of the students who adopt deep and surface learning approaches. The study was conducted quasi-experimentally with 119 students. A pre & post achievement test and a study process questionnaire were used to collect data. The results indicate that scores on academic success of students learning in structured FC model is significantly higher than the scores of the students in flexible-structured FC model and control group. In terms of study process approach, the students in FC models who adopt deep learning approach scored significantly higher on achievement test than the students in control group while there is no significant difference between experimental groups. The results are the same for the students who adopt surface learning approach. The outcomes of this study have implications for designing an FC model and strategies for the practitioners.