In previous issues we looked at flipped classrooms exploring both student accountability and student preferences. This study explored student competence and autonomy where flipped classroom pedagogy was used. Using self-determination theory as a base, the authors looked at student motivation and autonomous learning in developing a conceptual framework for the flipped learning environment.
Results showed that students engaged with flipped classroom pedagogy:
- felt increased competence with their learning activities, motivating them to cultivate more self-directed learning
- performed better in assessments
- demonstrated increased ownership of their learning
compared with a normal classroom.
Intrinsic and extrinsic motivations were also examined with results suggesting that extrinsic motivations (such as incentives, rewards and adverse consequences) would not necessarily lead to improved autonomy or competence in a flipped classroom environment.
Whilst a small study, these findings help shed some light on the value of this pedagogical model.
Full article can be found:
Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model │ Journal of Further and Higher Education (2017).
By Zainuddin, Z and Pereira, CJ.
Synopsis by Cassandra Hood
Lecturer in Higher Education – CILT