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Redesigning Curriculum to Boost Adul...

Azimzadeh, Roya.

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Redesigning Curriculum to Boost Adult Learners' Engagement: Faculty and Students' Experiences in Flipped Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Redesigning Curriculum to Boost Adult Learners' Engagement: Faculty and Students' Experiences in Flipped Classrooms./
Author:	Azimzadeh, Roya.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	144 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-06(E), Section: A.
Contained By:	Dissertation Abstracts International80-06A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13426448
ISBN:	9780438828674

Redesigning Curriculum to Boost Adult Learners' Engagement: Faculty and Students' Experiences in Flipped Classrooms.
Azimzadeh, Roya.

Redesigning Curriculum to Boost Adult Learners' Engagement: Faculty and Students' Experiences in Flipped Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 144 p.

Source: Dissertation Abstracts International, Volume: 80-06(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2019.

As the flipped classroom approach has become attractive to higher education institutions in the United States, effective flipped educational strategies should be implemented to enable college students to learn and succeed in a positive learning environment. The problem addressed in this study was the inconsistent implementation of current flipped educational style in higher education, resulting in difficult learning experiences for college students. Therefore, the purpose of this qualitative single-case study was to explore faculty members' and undergraduate college students' perceptions of their flipped classroom experiences and identify themes that indicate what has been successful and what can be improved to enhance college students' flipped learning experiences. Data were collected using semi-structured electronic interviews with six faculty members and six undergraduate students at a large state university in Missouri. The audio-recorded interviews were transcribed and then analyzed using structural and axial coding before identifying meaningful themes. Based on the faculty feedback, students need to understand why they are required to review the materials before class and how the pre-class activities relate to classwork and real-life in order to be motivated. Students' feedback indicated that flipped learning establishes a habit of learning independently upfront and then asking questions in case of any gaps. Conversely, one student felt that learning a challenging chapter on her own and not comprehending it well can be discouraging. To learn effectively, students felt that about 80% of the class time should be allocated for applying what they learn before class. Based on the findings of this study, the flipped classroom pre-class activities should include contextual and engaging learning materials for the students' self-teaching phase to stimulate students' learning interest. Additionally, enough time should be provided during class so that students can apply and relate to the materials they learn. To ensure learning effectiveness, students' understanding should be assessed after pre-class activities. The feedback from the faculty members and students are encouraging in terms of discovering innovative educational approaches conducive to diverse learners, especially adult learners with their unique learning needs. Future research might encompass a broader population nationally or internationally to discover additional advanced flipped educational strategies.

ISBN: 9780438828674Subjects--Topical Terms:

516579
Education.

Redesigning Curriculum to Boost Adult Learners' Engagement: Faculty and Students' Experiences in Flipped Classrooms.
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