Flipped Classrooms using Blackboard to Enhance the Instructional Design Skills of Postgraduate Students
Keywords:
Instructional design, flipped classrooms, flipped learning, postgraduate students, blackboard.
Abstract
This study aims to determine the impact of using the flipped classroom approach through Blackboard, to enhance students’ instructional design skills, and identify any challenges that may limit this us.
The study was carried out at the Northern Border University in Saudi Arabia in academic year 2020/2021, with ten students on the Instructional Design Course. The study uses a mixed methods approach, employing both a quantitative research method (test), and a qualitative method (semi-structured interviews).
The study produced several results, the most important of which being the effectiveness of using flipped classrooms in the development of instructional design skills. The study reveals a set of challenges that may limit the use of the flipped classrooms strategy through Blackboard, split into three sections. The first section includes the challenges relating to faculty members. The second section comprises the challenges relating to students. The third section incorporates external challenges.
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References
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
Al-Oufi, H. (2021). Obstacles to implementing the flipped classroom strategy for computer teachers in Medina. Journal of the College of Education (Assiut), 37 (1), 98-123. Retrieved from https://journals.ekb.eg/article_147137_86ba5944a12db30a1e8b6af700aefd63.pdf
Alsaleh, N. J. (2019). Flipped classrooms to enhance postgraduate students’ research skills in preparing a research proposal. Innovations in Education and Teaching International, 57(4), 392-402.
Al-Samarraie, H., Shamsuddin, A., Alzahrani, A. I. (2019). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 1-35.
Al youssef, I. (2020). The effect of employing flipped classroom on the development of the higher-order of thinking skills and self-learning in educational technology students at King Faisal University. The Scientific Journal of king Faisal University, Humanities and Management Sciences, 21 (2), 153-160. Retrieved from https://services.kfu.edu.sa/scientificjournal/Handlers/FileHandler.ashx?file=18%202114.pdf&Folder=UploadFiles
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse education today, 38, 15-21.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
Blackboard. (2021). Blackboard in profile 2021. Retrieved from http://anz.blackboard.com/higher-education/index.html
Busebaia, T. J. A., & John, B. (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. Research and Practice in Technology Enhanced Learning, 15(1), 1-16.
Cabi, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 202-222
Comber, D. P., & Brady-Van den Bos, M. (2018). Too much, too soon? A critical investigation into factors that make flipped classrooms effective. Higher Education Research & Development, 37(4), 683-697.
Davenport, C. E. (2018). Evolution in Student Perceptions of a Flipped Classroom in a Computer Programming Course. Journal of College Science Teaching, 47(4), 30-35.
Day, L. J. (2018). A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students. Anatomical Sciences education, 11(6), 565-574.
Dillenbourg, P. (1999). What do you mean by collaborative learning? Cognitive and computational approaches (pp. 1–19). Oxford, UK: Elsevier.
Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class engagement and skill performance in a blackboard course. British Journal of Educational Technology, 49(3), 479-491.
El-Senousy, H., & Alquda, J. (2017). The Effect of Flipped Classroom Strategy Using Blackboard Mash-Up Tools in Enhancing Achievement and Self-Regulated Learning Skills of University Students. World Journal on Educational Technology: Current Issues, 9(3), 144-157
Goedhart, N. S., Blignaut-van Westrhenen, N., Moser, C., & Zweekhorst, M. B. M. (2019). The flipped classroom: supporting a diverse group of students in their learning. Learning Environments Research, 22(2), 297-310.
González-Gómez, D., Jeong, J. S., & Rodríguez, D. A. (2016). Performance and perception in the flipped classrooms model: an initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450-459.
Graziano, K. J. (2017). Peer teaching in a flipped teacher education classroom. TechTrends, 61(2), 121-129.
Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers' concerns. Computers in Human Behavior, 57, 250-260.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
Lee, G., & Wallace, A. (2018). Flipped classrooms in the English as a foreign language classroom: Outcomes and perceptions. TESOL quarterly, 52(1), 62-84.
Mabrouk, H. A. S., & Genedy, G. M. (2018). Effectiveness of flipped classrooms using the Blackboard System in developing art work skills and attitudes of Faculty of Education female students at Jouf University toward the use of practical skills. Journal of Research in Curriculum Instruction and Educational Technology, 4(3), 141-161.
Nielsen, P. L., Bean, N. W., & Larsen, R. A. A. (2018). The Impact of a Flipped Classroom Model of Learning on a Large Undergraduate Statistics Class. Statistics Education Research Journal, 17(1).
Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10-15.
Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.
Prust, C. J., Kelnhofer, R. W., & Petersen, O. G. (2015, June). The flipped classroom: It’s (still) all about engagement. In 122nd ASEE Annual Conference and Exposition. (pp. 26-1534)
Sammel, A., Townend, G., & Kanasa, H. (2018). Hidden expectations behind the promise of the flipped classroom. College Teaching, 66(2), 49-59.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: the definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.
Sezer, B., & Elcin, M. (2020). Using traditional or flipped classrooms to teach “vascular access skill”: A pilot study to investigate the impact of the flipped classroom approach on students’ competencies. The Social Science Journal, 1-14.
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79-103.
Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5).
Sohrabi, B., & Iraj, H. (2016). Implementing flipped classrooms using digital media: A comparison of two demographically different groups’ perceptions. Computers in Human Behavior, 60, 514-524.
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307-324.
Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management systems. Computers & Education, 114, 79-91.
Wilson, K. (2020). What does it mean to do teaching? A qualitative study of resistance to flipped classrooms in a higher education context. Teaching in Higher Education, 1-14.
Yang, J., Yin, C., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a foreign language. Language Learning & Technology, 22(1), 16-26.
Al-Oufi, H. (2021). Obstacles to implementing the flipped classroom strategy for computer teachers in Medina. Journal of the College of Education (Assiut), 37 (1), 98-123. Retrieved from https://journals.ekb.eg/article_147137_86ba5944a12db30a1e8b6af700aefd63.pdf
Alsaleh, N. J. (2019). Flipped classrooms to enhance postgraduate students’ research skills in preparing a research proposal. Innovations in Education and Teaching International, 57(4), 392-402.
Al-Samarraie, H., Shamsuddin, A., Alzahrani, A. I. (2019). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 1-35.
Al youssef, I. (2020). The effect of employing flipped classroom on the development of the higher-order of thinking skills and self-learning in educational technology students at King Faisal University. The Scientific Journal of king Faisal University, Humanities and Management Sciences, 21 (2), 153-160. Retrieved from https://services.kfu.edu.sa/scientificjournal/Handlers/FileHandler.ashx?file=18%202114.pdf&Folder=UploadFiles
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse education today, 38, 15-21.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
Blackboard. (2021). Blackboard in profile 2021. Retrieved from http://anz.blackboard.com/higher-education/index.html
Busebaia, T. J. A., & John, B. (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. Research and Practice in Technology Enhanced Learning, 15(1), 1-16.
Cabi, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 202-222
Comber, D. P., & Brady-Van den Bos, M. (2018). Too much, too soon? A critical investigation into factors that make flipped classrooms effective. Higher Education Research & Development, 37(4), 683-697.
Davenport, C. E. (2018). Evolution in Student Perceptions of a Flipped Classroom in a Computer Programming Course. Journal of College Science Teaching, 47(4), 30-35.
Day, L. J. (2018). A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students. Anatomical Sciences education, 11(6), 565-574.
Dillenbourg, P. (1999). What do you mean by collaborative learning? Cognitive and computational approaches (pp. 1–19). Oxford, UK: Elsevier.
Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class engagement and skill performance in a blackboard course. British Journal of Educational Technology, 49(3), 479-491.
El-Senousy, H., & Alquda, J. (2017). The Effect of Flipped Classroom Strategy Using Blackboard Mash-Up Tools in Enhancing Achievement and Self-Regulated Learning Skills of University Students. World Journal on Educational Technology: Current Issues, 9(3), 144-157
Goedhart, N. S., Blignaut-van Westrhenen, N., Moser, C., & Zweekhorst, M. B. M. (2019). The flipped classroom: supporting a diverse group of students in their learning. Learning Environments Research, 22(2), 297-310.
González-Gómez, D., Jeong, J. S., & Rodríguez, D. A. (2016). Performance and perception in the flipped classrooms model: an initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450-459.
Graziano, K. J. (2017). Peer teaching in a flipped teacher education classroom. TechTrends, 61(2), 121-129.
Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers' concerns. Computers in Human Behavior, 57, 250-260.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
Lee, G., & Wallace, A. (2018). Flipped classrooms in the English as a foreign language classroom: Outcomes and perceptions. TESOL quarterly, 52(1), 62-84.
Mabrouk, H. A. S., & Genedy, G. M. (2018). Effectiveness of flipped classrooms using the Blackboard System in developing art work skills and attitudes of Faculty of Education female students at Jouf University toward the use of practical skills. Journal of Research in Curriculum Instruction and Educational Technology, 4(3), 141-161.
Nielsen, P. L., Bean, N. W., & Larsen, R. A. A. (2018). The Impact of a Flipped Classroom Model of Learning on a Large Undergraduate Statistics Class. Statistics Education Research Journal, 17(1).
Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10-15.
Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.
Prust, C. J., Kelnhofer, R. W., & Petersen, O. G. (2015, June). The flipped classroom: It’s (still) all about engagement. In 122nd ASEE Annual Conference and Exposition. (pp. 26-1534)
Sammel, A., Townend, G., & Kanasa, H. (2018). Hidden expectations behind the promise of the flipped classroom. College Teaching, 66(2), 49-59.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: the definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.
Sezer, B., & Elcin, M. (2020). Using traditional or flipped classrooms to teach “vascular access skill”: A pilot study to investigate the impact of the flipped classroom approach on students’ competencies. The Social Science Journal, 1-14.
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79-103.
Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5).
Sohrabi, B., & Iraj, H. (2016). Implementing flipped classrooms using digital media: A comparison of two demographically different groups’ perceptions. Computers in Human Behavior, 60, 514-524.
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307-324.
Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management systems. Computers & Education, 114, 79-91.
Wilson, K. (2020). What does it mean to do teaching? A qualitative study of resistance to flipped classrooms in a higher education context. Teaching in Higher Education, 1-14.
Yang, J., Yin, C., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a foreign language. Language Learning & Technology, 22(1), 16-26.
Published
2022-04-20
How to Cite
Alenezi, F. Y. (2022). Flipped Classrooms using Blackboard to Enhance the Instructional Design Skills of Postgraduate Students. Amazonia Investiga, 11(51), 18-28. https://doi.org/10.34069/AI/2022.51.03.2
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