Abstract:
University lecturers typically use the direct instruction (DI) approach. Despite the strengths of DI, there is a need for constructivist pedagogy that can enhance content mastery while at the same time optimizing skills for self-regulation, collaboration, and optimal learning. The aim of this project is to apply productive-failure based flipped classroom (PF-FC) instructional design in both teacher education- and non-teacher education courses. PF-FC instructional design synergizes the strengths of productive failure (PF)-a learning design that engages students in generating solutions to novel problems first before teaching them the concept–and the flipped classroom design-which emphasizes the seamless integration of online and face-to-face sessions. The PF-FC instructional design was hypothesized to lead to improved student learning, higher levels of motivation and positive emotions, and improved self-regulation and collaboration skills.
Code:
T0204
Principal Project Supervisors:
Keywords provided by authors:
- Flipped classroom
- Productive Failure
- Productive Failure Based Flipped Classroom
- Student Motivation
- Self-regulation
Start Date:
01 Feb 2018
End Date:
31 Jul 2019
Status:
Completed
Result:
A total of 258 students from 8 classes participated in this study. Of the 8 classes, 6 implemented the PF-FC instructional design, while 2 implemented the direct instruction approach (control). Student outputs suggests cognitive gains, however, no significant differences in achievement goal orientations was observed before and after the activity. There were significant drops in hopelessness and boredom. however; this was coupled by reduced enjoyment, hope and pride. in addition, participants in the experimental group had marginally higher levels of enjoyment, hope and pride at post, though these differences were not significant. Interviews with implementers suggest that psychological factors may have influenced students' emotions while participating in the instructional tasks.
Impact:
The project is closely aligned with the thematic areas of the Teaching Development Grant on innovative curriculum design, enhancement of learning outcomes, and e-learning. Upon completion of the project, we will have created a new curriculum design, engaged in teacher capacity building, and improved student learning.
Financial Year:
2017-18
Type:
TDG