Impact of Online Flipped Classroom on Student Learning Experience: A Mixed-Methods Study

ABSTRACT

Using mixed quantitative and qualitative methods, the current study examined the efficacy of fully online flipped classroom. 250 Chinese undergraduate social work students, with 126 students experienced the conventional online teaching method and 124 students learned with the online flipped classroom approach, were involved. The quantitative analyses show that students who experienced online flipped classroom had a lower performance in lecture participation and overall course grade; and had less positive perceptions of the course. The qualitative analyses reveal both advantages and challenges of the online flipped model. There is insufficient evidence to conclude the effectiveness of online flipped classroom in social work education and further investigation on cultural and contextual factors contributing to an effective online flipped approach is warranted.

Authors’ contributions

C.K.M.L.: conceptualization, methodology, formal analysis, writing of original draft, writing review and editing; C.K.: conceptualization, methodology, formal analysis, writing of original draft, writing review and editing, funding acquisition; Y.W.C.: writing of original draft, writing review and editing

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The study was fully supported by a grant from the Funding for Strategic Plan Initiatives to Enhance the Student Learning Experience through the Use of Interactive Pedagogies, The Hong Kong Polytechnic University.

Notes on contributors

Camilla Kin Ming Lo

Camilla K. M. Lo is an Assistant Professor at The Hong Kong Polytechnic University.

Crystal Kwan

Crystal Kwan is an Assistant Professor at The Hong Kong Polytechnic University.

Yuet Wing Cho

Yuet Wing Cho is a third-year graduate student at San Diego State University.