دورية أكاديمية
Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education
| العنوان: | Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education |
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| اللغة: | English |
| المؤلفون: | Yilmaz, Gamze (ORCID |
| المصدر: | Journal of Communication Pedagogy. 2023 7:3-19. |
| الإتاحة: | Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Flipped Classroom, Student Attitudes, Academic Achievement, Communications, Student Motivation, Program Effectiveness, Undergraduate Students, Creative Thinking, Authentic Learning, Individualized Instruction, Pacing |
| تدمد: | 2640-4524 2578-2568 |
| مستخلص: | As students try to make sense of their college experience and the value of attaining a degree post-pandemic, educators are grappling with finding new methods to re-engage students in the classroom using a range of modalities. This case study explored student reactions to flipped classroom learning experiences, and possible relationship between the flipped classroom technique and academic performance in communication education. As a student-centric pedagogical method, the flipped classroom can offer a promising remedy for student disengagement, and the findings of this study provide supporting evidence for this conclusion. Students characterized flipped classroom as a very favorable learning experience as it (1) motivated and engaged them in the course, (2) encouraged them to make creative connections across course topics, (3) provided a self-paced, flexible learning environment, and (4) facilitated an authentic experience with the course material for deeper learning. Additionally, the quantitative analysis suggested that flipped classroom may have connections to students' academic performance in a human communication and technology course. The findings are discussed within the framework of engagement theory, and pedagogical implications are advanced for future practices of flipped classroom within communication pedagogy, particularly as a tool to address increasing student disengagement after the COVID-19 pandemic. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1402862 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2640-4524 2578-2568 |
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