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The purpose of this study is to examine if a flipped classroom with informal on-line discussion prior to a face-to-face class will increase in-depth discussion in humanities courses in blended learning. Discussion sessions for three classes were observed, video was recorded of the discussion, and an analysis was made focusing on the frequency and length of eye contact, note taking, and statements as well as the content of the statements. Also, the informal on-line discussion contents and interactions were analyzed. It was found that their discussion skills improved, however, the students’ learning habits and experiences affected how they grappled with their assignments and a motivation gap appeared. In conclusion, flipped classroom with informal online discussion prior to face-to-face discussion can improve discussion skills; however, it is important to take several steps to fully reach in-depth discussion. In addition, students’ learning habits and experiences affect the flipped classroom since flipped classroom highly depends on its learners.
[Key words: flipped classroom, blended learning, discussion, active learning, deep learning]
Research papers (publications of university or research institution)
