Ready for the Flipped Classroom? Preliminary Experiences of The New Approach In Teaching Economics to Non-Major Students

Hairong Mu, Dimitrios Paparas

Abstract


The flipped classroom is an innovative educational model that has attracted more attention recently. In the flipped classroom, course content is delivered via online videos and/or pre-recorded lectures that can be watched by students at home. It can free up the class time that lecturers are able to devote for learner-centered activities such as problem solving and active learning. This research is motivated by the flipping model with an aim to engage students’ learning outside of the classroom as well as respond to the challenges of teaching economics to non-economics majors, which reflect difficulties in delivering all the materials given the limited time period of a class. An online tool called “EDpuzzle” is introduced to facilitate flipping the class. After four-week trial of partially flipping the classroom, we surveyed 170 students from three economics modules to gather their feedback in order to explore the possibility and potential to adopt the flipped classroom strategy at a wider scale. Our pilot analysis indicates that technologies, like EDpuzzle, can help lecturers to deliver the course content through videos and monitor the class, but more effort is needed to motivate and encourage students to participate and prepare. In addition, flipping a class also involves design of various types of activities, including in-class and out-of-class, which are all vital for an effective flipped classroom. Therefore, our study calls for further research on how to design, implement and evaluate the flipped classroom in economics teaching.


Full Text:

PDF

References


Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34, 1-14. http://dx.doi.org/10.1080/07294360.2014.934336

Albert, M., & Beatty, B. J. (2014). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business, 89, 419-424. http://dx.doi.org/10.1080/08832323.2014.929559

Anderson, R., Anderson, R., Davis, P., Linnell, N., Prince, C., Razmov, V., & Videon, F. (2007). Classroom presenter: Enhancing interactive education with Digital Ink. IEEE Computer, 40, 56-61. http://doi.ieeecomputersociety.org/10.1109/MC.2007.307

Asef-Vaziri, A. (2015). The flipped classroom of operations management: A not-for-cost-reduction platform. Decision Sciences Journal of Innovative Education, 13, 71-89. http://dx.doi.org/10.1111/dsji.12054

Bishoop, J. L., & Verleger, M. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA. Retrieved from http://www.studiesuccesho.nl/wp-content/uploads/2014/04/flipped-classroom-artikel.pdf

Curdy, M. (2015). Summary report on the Nearpod pilot project . Retrieved from http://blogs.brighton.ac.uk/elearning/files/2015/06/NearpodPilotEvaluation-2gsmc4t.pdf

Dobson, J. (2008). The use of formative online quizzes to enhance class preparation and scores on summative exams. Advances in Physiology Education, 32, 297-302. http://dx.doi.org/10.1152/advan.90162.2008

Estes, M. D., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, Volume 4, Article 7. Retrieved from: https://www.hetl.org/a-review-of-flipped-classroom-research-practice-and-technologies/

Goffe, W. L., & Kauper, D. (2014). A survey of principles instructors: Why lecture prevails. The Journal of Economic Education, 45, 360-375. http://dx.doi.org/10.1080/00220485.2014.946547

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A review of flipped learning. Retrieved from http://www.flippedlearning.org/review

Islam, S., & Manaloor, V. (2012). Teaching introductory economics to students of different majors: Challenges and opportunities, Journal of Higher Education Theory and Practice, 12(1), 56-65.

Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam performance in an undergraduate social psychology course. Teaching of Psychology, 36, 33-37. http://dx.doi.org/10.1080/00986280802528972

Kadry, S., & El Hami, A. (2014) Flipped classroom model in calculus II. Education, 4, 103-107. http://dx.doi.org/10.5923/j.edu.20140404.04

Mu, H., & Paparas, D. (2015). Incorporating the advantages of clickers and mobile devices to teach economics to non-economists. Cogent Economics & Finance, 3: 1099802. http://dx.doi.org/10.1080/23322039.2015.1099802

Norman, S., & Wills, D. (2015). Flipping your classroom in economics instruction: It’s not all or nothing. Retrieved from http://faculty.washington.edu/normanse/uploads/2/9/8/5/29853431/flipping_your_classroom.pdf

Prashar, A. (2015). Assessing the flipped classroom in operations management: A pilot study. Journal of Education for Business, 90, 126-138. http://dx.doi.org/10.1080/08832323.2015.1007904

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.

Sahin, A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: A case study. Educational Technology & Society, 18, 142-152.




DOI: https://doi.org/10.11114/aef.v3i2.1288

Refbacks

  • There are currently no refbacks.


Paper Submission E-mail: aef@redfame.com

Applied Economics and Finance    ISSN 2332-7294 (Print)   ISSN 2332-7308 (Online)

Copyright © Redfame Publishing Inc.

To make sure that you can receive messages from us, please add the 'redfame.com' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders. If you have any questions, please contact: aef@redfame.com

 

-------------------------------------------------------------------------------------------------------------------------------------------------------------