The Flipped Classroom in Mass Communication Education, Using Lynda.Com

Robert Kalwinsky 1 *, Matthew Binford 1

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The flipped classroom is a form of instruction with growing interest in academia. There are several papers that highlight the appeal and benefits of the flipped classroom, but they are primarily limited case studies and anecdotal accounts. Our dual quantitative/qualitative study explores the flipped classroom through two mass communication courses (a 3-D animation class and a single-camera video class taught over a year and a half, offering data from eight classes total) using for outside-of-class instruction. The results indicate that the flipped classroom increases student performance over regular class instruction. Many factors often assumed to be correlated with better performance did not show significance in this study (i.e., preferential learning modalities, comfort with online structure), but there were other factors observed (e.g., self-efficacy, instructor knowledge...) that were significantly aligned with performance in the flipped classroom.



This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Online Journal of Communication and Media Technologies, Volume 6, Issue September 2016 - Special Issue, pp. 106-129

Published Online: 01 Sep 2016

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