The influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students

[摘要] ENGLISH SUMMARY : Students base their approaches to learning on their perceptions of the educational practices that they are exposed to. The significance of selected educational models is therefore not to be underestimated in higher education. The main aim of this study was to explore the influence of a flipped classroom on first-year Speech-Language and Hearing Therapy students' approaches toward learning. After being exposed to a series of four consecutive flipped classrooms over a four-week period, 24 students participated in focus groups about their learning experiences during the flipped instruction. Qualitative, descriptive data analysis was conducted to explore students' engagement in three critical types of activities for quality of learning: (a) cognitive processing; (b) affection or motivation; and (c) metacognitive regulation (Vermunt & Verloop, 1999). Results showed that the flipped classroom model facilitated the participants' engagement in cognitive processing, fostered intrinsic motivation and encouraged metacognitive activity. This study adds to the existing literature on effective instructional models in health professions education and provides guidance to educators in utilising this educational model to promote a deep approach to learning. Finally, this study emphasises the importance of curricular design and the crucial role of learning experiences when preparing students for their future careers. Recommendations for future research are discussed.

[发布机构] Stellenbosch University