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A Comparison of Lecture-Based, Active, and Flipped Classroom Teaching Approaches in Higher Education

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Title: A Comparison of Lecture-Based, Active, and Flipped Classroom Teaching Approaches in Higher Education
Language: English
Authors: Kay, Robin, MacDonald, Thom, DiGiuseppe, Maurice
Source: Journal of Computing in Higher Education. Dec 2019 31(3):449-471.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Lecture Method, Blended Learning, Active Learning, Higher Education, Community Colleges, Two Year College Students, Programming, Computer Science Education, Educational Benefits, Instructional Effectiveness, Learning Experience, Student Attitudes
DOI: 10.1007/s12528-018-9197-x
ISSN: 1042-1726
Abstract: The purpose of this study was to compare community college students' learning experiences and performance for lecture-based, active learning, and flipped classroom teaching approaches. Participants were second-semester computer programming students (n = 103) at a mid-sized college of applied arts and technology. Garrison's (2011) Community of Inquiry (CoI) framework informed our analysis of students' learning experiences within each approach. Overall, active learning resulted in the highest mean scores for teaching, social, and cognitive presence. In particular, students rated teaching presence significantly higher for the active-learning approach than the lecture-based approach. Students rated social presence significantly higher for the active-learning and flipped classroom approaches compared to the lecture-based. There were no significant differences among the three approaches with respect to cognitive presence or learning performance. Student comments indicated that all three approaches had distinct benefits and challenges regarding teaching, social and cognitive presence. Regardless of the teaching approach employed in this study, five desired learning characteristics emerged based on student feedback including clarity, flexibility, opportunities for application, timely guidance and feedback, and cognitive engagement.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1233386
Database: ERIC
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  Data: A Comparison of Lecture-Based, Active, and Flipped Classroom Teaching Approaches in Higher Education
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computing+in+Higher+Education%22"><i>Journal of Computing in Higher Education</i></searchLink>. Dec 2019 31(3):449-471.
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  Data: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s12528-018-9197-x
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  Data: The purpose of this study was to compare community college students' learning experiences and performance for lecture-based, active learning, and flipped classroom teaching approaches. Participants were second-semester computer programming students (n = 103) at a mid-sized college of applied arts and technology. Garrison's (2011) Community of Inquiry (CoI) framework informed our analysis of students' learning experiences within each approach. Overall, active learning resulted in the highest mean scores for teaching, social, and cognitive presence. In particular, students rated teaching presence significantly higher for the active-learning approach than the lecture-based approach. Students rated social presence significantly higher for the active-learning and flipped classroom approaches compared to the lecture-based. There were no significant differences among the three approaches with respect to cognitive presence or learning performance. Student comments indicated that all three approaches had distinct benefits and challenges regarding teaching, social and cognitive presence. Regardless of the teaching approach employed in this study, five desired learning characteristics emerged based on student feedback including clarity, flexibility, opportunities for application, timely guidance and feedback, and cognitive engagement.
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