Teaching and learning approach: A comparison between a traditional and a flipped classroom and which flipped classroom methods will enhance student behaviour, independent learning, promote student engagement and significant learning

Abstract

Field research was completed on a traditional and a flipped classroom. The reason for conducting this research was to establish why the first-year students within the higher certificate fitness and coaching struggled to adapt to the new course as well as the new lecturing style implemented by the head lecturer. The new 2019 diploma sport and exercise second year students showcased negative student behaviour, low student learning motivation and low student engagement within both in and out of class learning. Further research was conducted within the following academic year of 2020 diploma sport and exercise science group. The 2020 group comes from the same learning background as that of the second-year sport and exercise science academic year 2019 group. Students provided signed consent and participated within a questionnaire at the end of the traditional classroom which was conducted first and the flipped classroom that followed a week later. A high number of students rated their experience within access to learning content, online learning guidance and module theme coherence within both the traditional and flipped classroom as positive. A higher number of students showcased lecture enjoyment and classroom experience within the flipped classroom than that of the traditional classroom. A close to equal number of students rated their participation within pre-study and pre-study motivation as positive and neutral. An equal number of students rated their ability for improved application of knowledge due to pre-study as positive within both the traditional and flipped classroom. A high number of students positively rated the flipped classroom as improving classroom experience due to cooperative learning activities incorporated within the flipped lecture type conducted. This interactive classroom lecture was also highly rated as positive due to improving the student’s communication skills. A higher number of students rated their opportunity to ask questions within student feedback of both the traditional and flipped lecture as positive. As well as a higher number of students positively rating the lecturer feedback on questions and improved concept understanding within both the flipped and traditional classroom. The implications of the research showed that the effective use of web-based learning can enhance learning content access, online content guidance and module concept coherence. A high number of students enjoyed the flipped classroom as an interactive learning space more over that of the traditional classroom which shows that an interactive learning space can enhance student behaviour and learning motivation. A close to equal number of students rated pre-study engagement and further pre-study motivation as positive and neutral for both the traditional and flipped classroom. Web based learning as part of their programme is imperative to cater for a diverse student body that is evident within modern day higher education. An equal number of students rated their ability for improved application of knowledge due to pre-study as positive and neutral within both the traditional and flipped classroom. This indicated that no matter the lecturer type, some students will direct their own learning regardless the lecture type. The refore, web-based learning specific to learning resources and coherence is vital once again within ensuring that all students have the same opportunity to engage within prestudy before any lecture. A high number of students positively rated the flipped classroom with regards to this lecture type allowing for cooperative learning participation. Also, a high number of students positively rated the flipped classroom with regards to the cooperative learning via group work and dialogue improving their communication skills. A higher number of students indicated that the traditional classroom did not allow for cooperative learning participation and their experience within this classroom was viewed as only content delivery specific. The lecture type implemented will depend on what you would like to achieve within the classroom. The goal is to improve student behaviour, learning motivation and enhance student engagement. Therefore, it is important to change your teaching approach from teacher-centred to that of student-centred to achieve these goals within your students and the learning environment. A student-centred approach allows for greater learning flexibility where the lecturer implements an interactive classroom and cooperative leaning strategies that will foster learning participation, improved student communication and knowledge construction. Students positively rated the flipped lecture because it provides them with the ability to apply theory into practice more than that of the traditional classroom. However, a misconception on applying theory into practice was identified where students commented that to apply theory into practice you should be in a practical setting outside of your classroom. Application of theory into practice can be included in both in and out of class activities. To relieve this misconception, it is important to explain the difference between a traditional and a flipped classroom and to conduct a couple of traditional and flipped classroom lectures on the same concept but with different in or out of class activities within the flipped classroom in order for students to understand the notion behind interactive learning. A flipped classroom allows for freeing up time within the classroom with the goal of enhancing self-regulated and directed learning through pre-study and student engagement through cooperative learning strategies that assists the student within applying theory into practice. Finally, it was evident that students experienced more opportunities to provide feedback within a flipped classroom as well as to receive more lecturer feedback than that of a traditional classroom. An interactive classroom allows for the teacher to become the facilitator and the student to become more self-directed in applying themselves as an individual as well as within a group setting to enhance knowledge construction and critical thinking application within solving problems. Also, an interactive classroom allows for increased student engagement due to this classroom type creating the opportunity to be a part of the process of improving knowledge.