The learning theories behind the practical methods of teaching can result in different levels of academic achievement, depending on the strategy applied and the students individual approach to study. A research team led by Louisa Thomas based at James Cook University and Southern Cross University, investigated whether a flipped classroom strategy supported the learning outcomes of a first year undergraduate science and sustainability education course for student teachers. The subject required students to acquire knowledge about topics independently by watching a series of videos, instead of attending traditional lectures. Using an active learning strategy, students were asked to solve problems during practical sessions in class and reflected on the outcomes of their applied learning afterwards. A novel aspect of this study was the implementation of narrative inquiry to record not just the student’s experiences but also the instructors observations, to understand whether the blended learning method complimented the students overall engagement with the course.
The findings of the study are discussed in the paper Are first year students ready for a flipped classroom? A case for a flipped learning continuum published by the Journal, International Journal of Educational Technology in Higher Education.