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Summary
The dissertation Comparing the Effectiveness of Flipped-Classroom and Traditional Classroom Student Engagement and Teaching Methodologies by Holik was chosen for the review. The paper selected for the analysis focuses on assessing and comparing the effectiveness of flipped classroom learning and traditional approach to engaging students in the educational process. In this case, the critical problem depicted in the study is the lack of relevant research concerning the effectiveness of the flipped classroom teaching strategy in post-secondary education. In this case, the author focuses on the applicability of this learning method in technical programs such as Culinary Arts. Comparing the academic outcomes of traditional and flipped learning assists in understanding what program is the most appropriate in the selected context.
As for the theoretical frameworks to support the flow of the research, the author highly relies on Gardner’s theory of multiple intelligences, and it is used as a basis to understand the principles of flipped education. Based on these aspects, the author’s hypothesis is the fact that there is a substantial difference between the academic outcomes when implementing traditional and flipped teaching approaches in the post-secondary program in Culinary Arts, as these teaching methods use opposite approaches. As for the initial assumptions, the researcher states that the levels of student’s involvement, his/her engagement with a teacher and peers, attentiveness, and preparedness are dependent on the selected teaching method while flipped learning positively shifts these values. At the same time, the researcher clearly states that the participants can withdraw from the study without being penalized, as their participation is voluntary.
As for the methodology, the author used action-based learning technique while combining quantitative and qualitative approaches to find the answers to the research questions. The internal information was gathered with the help of engagement and reflective journal entries. Thus, the researcher also applied quantitative methods such as surveys and course date data. 347 students from the post-secondary and secondary programs of Culinary Arts, Hospitality Management, and Technical Education participated in the research study. With the help of these approaches, it was revealed that the overall scores were similar for both methods, but the students, who experienced flipped learning, had higher rates of attentiveness, engagement, and preparedness. Simultaneously, the findings implied that flipped learning increased the effectiveness of teaching, engaged students, and enhanced their satisfaction. Lastly, it was depicted that the flipped learning improved the grades by 4% when comparing with traditional practices and underlined a positive influence of technology on the educational process.
Overall, the research modifies the perception of instructional technology and states that it has to be used along with the appropriate teaching instructions. Using interactive or a lab component will make the flipped learning classroom interesting for the students and increase their engagement. Despite the clarity of the research findings and their implications, the recommendations for the future research include improving the statistical measurement instruments and separating the results of the lab from seated-classroom learning, and exams’ outcomes from regular assignments’ grades.
Critique the Literature Review
To provide a theoretical framework to his findings, the author paid vehement attention to the literature review. Furthermore, to understand the effectiveness of the research, it is critical to assess the quality and reliability of sources and the overall flow of the presented information. As it was mentioned earlier, the author prioritizes Gardner’s theory of multiple intelligences and divides the literature review into the sections, which define the principle features of each component to support it with the external sources. It seems that inclusion of all topics is logical, but superfluous materials are also present. For instance, describing in details the role of parents in the educational process section can be shortened, as it is not a central theme of the research study.
I believe that the author organized the flow of information in the review outstandingly. The section starts with the general definitions of the key concepts used in the text such as flipped teaching and multiple intelligence theory and describes the principle ideas of Gardner’s theory. After that, the author integrates the acquired theoretical knowledge into the concepts of flipped learning and classroom and clearly determines the role of each actor (student, teacher, and parents) in the educational process. The researcher ends the section with the critical misconceptions associated with the flipped classroom method and pays vehement attention to the costs of the implementation. Discussing these themes assists the researcher in developing a well-develop framework of analysis, which will help answer the main questions of the study and determine the differences in outcomes between traditional and flipped classroom learning.
Nonetheless, despite the clarity of the thoughts and appropriate selection of the topics, this literature review tends to have some drawbacks. For instance, it will be appropriate to discuss the correlation of the selected topics reflected in publications with the actual research. It could be said that utilizing this approach will assist in engaging the reader and will underline the significance of the chosen articles and publications and their appropriateness to the research topic.
Overall, it could be said that the literature review is understandable. Defining the key terms before continuing with the profound analysis assists a reader in gaining the general perception of the research topic. Using this approach helps the audience understand the theme clearly and continue reading without confusion. It could be said that the text is logical, and the overall flow is sufficient.
Quality of the Historical Data
Furthermore, it is critical to discuss the gravity of the history data and its potential inclusion into this research topic. In the context of the selected study, it is vital to refer to the dates when particular theories were established and historical events, which contributed to the popularity of flipped learning approach and increased the desire of the scholars to find alternative solutions to the traditional teaching strategies. Adding these details may help understand the changes in theoretical dogmas and determine the differences and similarities between the concepts. Using this approach will assist in highlighting the development paths of traditional, flipped learning, and other methodologies. At the same time, it will develop a clear understanding of the theoretical construct used by the researcher.
Despite the significance of these events, it could be said that focusing on the historical component will detract from the topic of the dissertation. The initial problem of the research is to compare flipped and traditional classrooms regarding their effectiveness and their impact on motivation and commitment of the students. In this instance, the researcher can only add some dates when the theories were established. It will assist in creating the connection of the theme with historical events and developing a perception that this topic has a vehement connection with the everyday activities. Overall, it could be said that adding historical data should not be prioritized, as it might distract the reader from the initial topic of the dissertation.
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