Internet Learning Volume 3, Number 1, Spring 2014 | Page 91

Developing a Community of Practice
the flipped-classroom approach. The response
rate for the survey was 78% (n =
77). Demographic questions indicated that
survey responders were 73% female (n =
51) and 27% male (n = 19) with 9% not responding
(n = 7). Age of respondents broke
down as 50% (n=35) between 18 and 20
years of age, 44% (n = 31) between the ages
of 21 and 29, 6% (n = 4) over 29 years of
age, and 9% (n = 7) not responding.
Participants’ thoughts on the efficacy
of flipped classroom. Participants were
asked to rank their level of agreement with
several statements regarding flipped classroom
using a Likert-type scale of 1 – Strongly
Disagree to 5 – Strongly Agree. Overall,
participants indicated satisfaction with the
format tending to average above the midpoint
in the scale on all items related to instructional
format, including items such as I
think I learned more as a result of this method
and I felt more engaged in class when the
classroom was flipped (see Figure 2).
The role of the textbook. Additionally,
participants were asked to identify when
they read their textbooks in relationship
to the videos. Results indicated that 33%
of participants (n = 24) read the textbook
after watching the videos, thus suggesting
that the videos acted as an advanced organizer
for participants. Additionally, 31% of
participants (n = 22) claimed they did not
read at all (see Figure 3).
Results of open-ended questions
regarding the flipped- classroom. Participants
were also asked to respond to two
open-ended questions, namely (1) Please
describe what you LIKED or thought was EF-
FECTIVE about the flipped classroom method
and (2) Please describe what you DID
NOT LIKE or thought was INEFFECTIVE
about the flipped classroom method. Thematic
analysis of these responses showed
five major themes related to the flipped
classroom: learner autonomy, active classroom,
loss of real-time response, technology
problems, and more work in the class.
Learner autonomy. One of the
major themes that emerged from the participant
responses was the idea of learner
autonomy, or being in control of when,
where, and how frequently to access video
content for the course. Typical responses
for this item included, I thought the flipped
classroom method was effective because I
could watch it on my own time. I enjoyed the
fact that I could rewind parts that I did not
understand and I could rewatch the videos if
necessary).
Active classroom. The second
theme that presented itself was the idea of
the active classroom. Participants indicated
that they enjoyed working on problems in
class, some saying that …it was great to do
the homework in class because I had already
seen the videos and PowerPoint, so if I had
any questions I could ask them. Lecturing in
the classroom just gets boring, but when we
engage in the class and work together, I feel
like it was easier to learn.
Loss of real-time response. Statements
such as I did not like not being able to
communicate and ask questions represent a
theme found in open-ended responses that
indicated to the researchers that the loss of
real-time interaction while watching the
videos was uncomfortable for some participants.
Technology problems. While technical
problems were not common, for those
students who did experience them, they
appeared to negatively impact their perceptions
of learning. While difficulties ranged
from Internet connectivity to computer
hardware and software, the general trend
was that having any technical problem at all
decreased the comprehension and overall
satisfaction with the format. This is not unexpected
as overcoming technical support
issues is part of any blended or online course.
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