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Journal Cover   International Journal of Social Media and Interactive Learning Environments
  [8 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2050-3954 - ISSN (Online) 2050-3962
   Published by Inderscience Publishers Homepage  [396 journals]
  • What the flip: impact of flipped instruction on self-regulated
    • Authors: Kimberly Kappler Hewitt, Wayne Journell, Revital Zilonka
      Pages: 303 - 325
      Abstract: Flipped instruction, while becoming a more common pedagogical approach is still a nascent area for empirical research. This comparative case study of the use of flipped instruction in two courses - one face-to-face and the other online - by the same instructor examines how flipped instruction can be used differently in different courses. The study examines how students interact with flipped video content and how their use of it supports self-regulated learning. Findings suggest that flipped instruction both requires and cultivates self-regulated learning. Flipped instruction provides temporal 'space' for metacognition and increases student self-efficacy and motivation. While flipped instruction has limitations, it makes online learning more palatable. The paper concludes with recommendations for future research.
      Keywords: self-regulated learning; SRL; flipped instruction; reverse instruction; classroom flip; blended learning; inverted classroom; social media; interactive learning environments; flipped classroom; flipped video content; metacognition; student self-efficacy;
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 4 (2014) pp. 303 - 325
      PubDate: 2015-02-23T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.067638
      Issue No: Vol. 2, No. 4 (2015)
  • College students' perception of the flipped classroom: a
           phenomenographical study
    • Authors: Christopher M. Seitz, Muhsin Michael Orsini
      Pages: 326 - 340
      Abstract: The 'flipped classroom' has become popular among educators; however, research on the topic has been relatively sparse, especially in terms of qualitative research. Therefore, the purpose of this study was to explore student perceptions of the flipped classroom. Undergraduate students who enrolled in a flipped public health course were invited to participate in the study. Thirteen students participated in semi-structured interviews to discuss their thoughts and experiences regarding the flipped classroom. Students viewed the flipped classroom according to out-of-class and in-class activities. Students felt that out-of-class activities were convenient, accommodated different learning styles, and were important for being prepared for class time. In terms of in-class activities, students enjoyed interactive activities (e.g., hands-on activities, class discussions), but some viewed the activities as anxiety provoking. Students also viewed in-class activities as useful for building student-instructor rapport. Implications for practice and future research are discussed.
      Keywords: flipped classroom; inverted classroom; college students; student perceptions; phenomenography; university students; higher education; convenience; learning styles; interactive activities; hands-on activities; class discussions; anxiety provoking; student-
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 4 (2014) pp. 326 - 340
      PubDate: 2015-02-23T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.067635
      Issue No: Vol. 2, No. 4 (2015)
  • Teachers who use flipping the classroom: professional development,
           feelings of autonomy and TPACK
    • Authors: Nadira Saab, Shirley Stengs
      Pages: 341 - 360
      Abstract: This paper reports on a study that investigates whether teachers who use the flipping the classroom approach carry out different professional learning activities, feel more autonomous and have more knowledge about the integration of pedagogy, technology and content than teachers who do not do so. The study was conducted through two questionnaires completed by 71 and 41 secondary education teachers respectively. The results indicate that teachers who apply the flipping the classroom approach stated that they performed more individually oriented professional learning activities and were more developed in TPACK compared with teachers who do not use flipping the classroom. Keeping up to date by reading and through work-related training, trying out new methods by experimenting, and evaluating newly applied methods by reflecting were the activities they used to develop themselves the most. No differences were found for feelings of autonomy between the groups of teachers.
      Keywords: flipped classroom; flipped learning; professional development; teacher autonomy; TPACK; secondary teachers; secondary education; interactive learning environments
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 4 (2014) pp. 341 - 360
      PubDate: 2015-02-23T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.067639
      Issue No: Vol. 2, No. 4 (2015)
  • A case study of learner and instructor perceptions of flipped course
           design and interactive learning environment
    • Authors: Nadira Saab, Shirley Stengs
      Pages: 361 - 377
      Abstract: Student learning preferences have changed dramatically over the past decade aligned with the fast-paced changes in technology, however, university courses, instructors and classroom spaces have lagged behind technology advances. Emerging, innovative alternatives to traditional learning in higher education classes are online or distance education, flipped course design or learning model and hybrid or blended courses. The focus of this study was to determine students' and teacher perceptions of flipped course design and learning in a technologically advanced, interactive learning space. Quantitative and qualitative data revealed positive, reflective responses to student and teacher experiences with the flipped learning model (flipped content, pace of information delivery, in-class homework) and interactive classroom environment (learning environment, innovative technology, transparent problem-solving). The interactive technology in the class environment allowed students to experience multiple methods and opportunities for mastering content and skills. This environment also encouraged risk-taking in both teaching and learning.
      Keywords: flipped course design; blended learning; hybrid courses; student perceptions; interactive learning environments; innovative pedagogy; case study; instructor perceptions; flipped classroom; interactive technology; risk taking
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 4 (2014) pp. 361 - 377
      PubDate: 2015-02-23T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.067642
      Issue No: Vol. 2, No. 4 (2015)
  • Flipping a high school classroom as a response-to-learner
    • Authors: Lenie George, Theodore J. Kopcha
      Pages: 378 - 392
      Abstract: This study examines a flipped, high school classroom that used instructional videos as a performance intervention over the course of one academic year. Seventy-five high school students in an urban setting used a flipped model of instruction to support their mastery of mathematics benchmarks. Survey data and benchmark assessment results were collected to determine if the flipped classroom intervention prepared students to pass benchmark assessments, what students perceived to be the advantages of a flipped classroom, and whether students preferred having access to online course material. This study suggests that transferring course material online to flip instruction can promote student success, responsibility, control, and satisfaction.
      Keywords: blended learning; differentiated instruction; flipped classroom; inverted classroom; mathematics education; student responsibility; high school students; remediation; technology integration; urban setting; high schools; response-to-learner intervention;
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 4 (2014) pp. 378 - 392
      PubDate: 2015-02-23T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.067637
      Issue No: Vol. 2, No. 4 (2015)
  • 'That's a wrap': overcoming obstacles for successful video
           design in flipped classes
    • Authors: Kevin Yee, Christina M. Partin
      Pages: 393 - 404
      Abstract: The flipped classroom offers benefits for students, faculty, and institutions. Yet, there are obstacles which sometimes prevent implementation of this pedagogical model. This article reviews existing literature and the authors' experiences to suggest that there are four common challenges which impede on the process of flipping a classroom. These barriers include: the time commitment, a lack of institutional support, fear of technology, and budgetary constraints. Overcoming these barriers is essential to successfully flipping a classroom, particularly in the area of video design. The authors review existing literature and offer suggestions for improving best practices to overcome these barriers and create a positive experience for students, instructors, and institutions. Specifically, we aim to offer suggestions for best practices in video design for a successful flipped classroom experience.
      Keywords: flipped classroom; video design; challenges; barriers; implementation; time commitment; institutional support; fear of technology; budgetary constraints; best practice
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 4 (2014) pp. 393 - 404
      PubDate: 2015-02-23T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.067640
      Issue No: Vol. 2, No. 4 (2015)
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