A method based on self-study log information for improving effectiveness of classroom component in flipped classroom approach

Katsuyuki Umezawa, Takashi Ishida, Michitaka Aramoto, Manabu Kobayashi, Makoto Nakazawa, Shigeichi Hirasawa

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional oles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

Original languageEnglish
Title of host publicationBlended Learning
Subtitle of host publicationConcepts, Methodologies, Tools, and Applications
PublisherIGI Global
Pages1818-1834
Number of pages17
Volume4
ISBN (Electronic)9781522507840
ISBN (Print)1522507833, 9781522507833
DOIs
Publication statusPublished - 2016 Aug 18
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)
  • Computer Science(all)

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    Umezawa, K., Ishida, T., Aramoto, M., Kobayashi, M., Nakazawa, M., & Hirasawa, S. (2016). A method based on self-study log information for improving effectiveness of classroom component in flipped classroom approach. In Blended Learning: Concepts, Methodologies, Tools, and Applications (Vol. 4, pp. 1818-1834). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch086