Components of the flipped classroom in higher education: disentangling flipping and enrichment

• DOI: 10.3389/feduc.2024.1412683
• Publication Date: 2024-08-28T10:03:49Z
• Authors: Gesa Bintz; Jonathan Barenberg; Stephan Dutke
• Keywords: Flipped Classroom; Presentation (obstetrics); Blended Learning; Flipped learning; Knowledge retention

Introduction The flipped classroom (FC) model shifts the initial presentation of new content from in-class to out-of-class, while time focuses on elaborating previously presented content. Although FC’s benefits learning outcomes are well-documented, mediating processes remain unclear due simultaneous enrichment activities in many studies. This study investigates whether merely flipping content, without additional enrichment, enhances outcomes. Method In two studies, psychology students (Study 1: N = 306; Study 2: 413) participated either a non-flipped lecture series (new class) or out-of-class via recordings). Learning were assessed terms knowledge acquisition, application, and metacognitive monitoring. Results showed that condition had significantly higher compared those condition. Specifically, approach improved Discussion These findings indicate simply shifting an setting is sufficient enhance classroom. highlights effectiveness fostering student need for activities, suggesting structured analyze components contribute benefit