student profile: Miss Rena Bokosmaty


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Thesis work

Thesis title: A Flipped Classroom Model to teaching Chemistry: Students' approaches to learning in the online component

Supervisors: Meloni MUIR , Siegbert SCHMID , Adam BRIDGEMAN

Thesis abstract:


The Flipped Classroom Model (FCM), has gradually emerged, gaining prominent platform in the higher education sector receiving increased recognition as it has the potential to revolutionise traditional didactic teaching paradigms. This instructional approach is a form of blended learning, it delivers content that traditionally takes place inside the classroom outside the classroom and vice versa. More specifically, it integrates the use of face-to-face and online learning activities in order to create an active student centred learning environment. In his model, the online learning activities may include a series of videos and quizzes to introduce students to new concepts prior to their face-to-face sessions. In these face-to-face sessions students are actively involved in constructing their knowledge as they work collaboratively in completing a series of in-class learning activities. Research has suggested that the design of the FCM has the potential to influence how students� approach their learning. Some studies have suggested that students adopt a deep approach towards learning particularly in the face-to-face session, as students are required to be actively engaged in their learning through integrating and applying the knowledge they acquire. However, this claim has only been examined within the face-to-face component of the flipped classroom with limited focus on the online component. Although studies have suggested that the online component can be designed to promote either a surface or deep approach towards learning research examining this claim is currently limited. An exploratory case study approach was used to examine how students� approached their learning whilst completing the online component of the model. To investigate this, quantitative data from the R-SPQ-2F questionnaire was collected from the participants to identify their learning approach preference. Four participants with various learning approach preference were selected and qualitative data in the form of observations and interview responses were examined in detail to ascertain what students do whilst completing the online learning component. The study presents two key findings. Firstly, students� predicted learning approach preference identified from the R-SPQ-2F questionnaire was not necessarily the approach observed when examining how students� approached the online component. Secondly, various factors (student motivation, the nature of assessment and feedback) in the presage construct of the 3P (Presage-Process-Product) Model appeared to influence how students interacted with the online component of the flipped classroom and, in turn, whether they adopted a deep or surface approach towards their learning.�

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