Students most frequently cited inability to receive immediate feedback as the disadvantage of the flipped classroom, and judged it unsuitable for field courses¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The dominant reported disadvantage was not being able to receive immediate feedback, and some students said the method would not work in field courses such as algebra or analysis. → İlknur Özpinar 2016
Evidence¶
İlknur Özpinar 2016¶
İlknur Özpinar, Arzu Aydoğan Yenmez, Semirhan Gökçe. (2016). Application of Flipped Classroom Model in the Instructional Technologies and Material Development Course. Journal of Education and Training Studies, Vol. 4, No. 12. https://doi.org/10.11114/jets.v4i12.1934
q2 · i? · causal · r2
Content analysis of questionnaire responses; Table 11 prints 21 students (84%) for not receiving immediate feedback, 7 (28%) for mitigated peer interaction, and smaller counts for other disadvantages.
"According to Table 11, the students mostly emphasized on "not being able to receive immediate feedback.""
Discussion¶
Related Claims¶
- Most students said they would prefer to use the flipped classroom method as future teachers — related
- Students most frequently reported active participation, student-teacher interaction, flexibility, repetitive watching, and peer interaction as advantages of the flipped classroom — related
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