Flipping the Classroom Using Simple Technologies by Lecturers in Nigerian Universities
Bawa, N. and Baba, N.M., 2020. Flipping the Classroom Using Simple Technologies by Lecturers in Nigerian Universities. United International Journal for Research & Technology (UIJRT), 2(2), pp.47-54.
This is a survey that investigated flipping the classroom using simple technologies by lecturers in Nigerian Universities. Simple technological tools are day-to-day appliances, services and applications such as smartphones and or laptops, email account, WhatsApp and Facebook accounts, and other social media that have incredible learning potentials when used wisely. Whereas the target population of the study was all lecturers in Nigeria universities, this population was delimited by people’s accessibility and willingness to respond to an online instrument (Flipped Instruction in Nigerian Universities, FINU) widely distributed through the known social media platforms of universities across the country. Using this non-random sampling technique, the researchers were able to reach out to 213 lecturers from 9 Universities who responded to the FINU instrument. The instrument was validated taking into cognizance content and construct components, and a Cronbach Alpha analysis of the data reported a reliability index of 0.91. Data obtained from the wide scale administration of the instrument were analysed using descriptive statistics (percentages) for the research questions and inferential statistics (PPMC) for the null hypothesis tested. The main findings of the study were: Flipped instruction has power to motivate academics to make use of technologies for research and scholarship; it promotes students’ ability to widen creative solutions to everyday problems and engage with the artistic tools at their fingertips; simple technologies help academics to teach with ease and students to learn without stress; and there was a positive relationship between flipped instruction and 21st century learning. Following these findings, the study recommended that academics should endeavor to adopt flipped instruction in order to make learning process more fun and interactive.
- Agirman, E. & Trinh, C. (2019). The flipped learning approach in undergraduate finance education: A literature review. Atatürk: Atatürk University Scientific Research Coordination Unit with the project SCD-2019-6878.
- Antonova, N. L. & Merenkov, A. V. (2018). Flipped learning in higher education: Problems and contradictions. Integration of Education. , 22(2):237-247.
- Baig, M. Sh. & Mallu, H. S. (2017). Advances in medical education and practice: what millennial medical students say about flipped learning. Advances in Medical Education and Practice, 8: 681–682.
- Bergman, J. & Sams, P. (2012). Flip Your Classroom: Reach Every Student in Every Class, Every Day. Alexandria: VA: International Society for Technology in Education.
- Hamdan, N., McKnight, P., McKnight, K. & Arfstrom, K. M. (2013, Jan 06). A Review of Flipped Learning. Retrieved from Retrieved August, 31, 2020, from http://flippedlearningorg/review
- Karagol, I. & Esen, E. (2019). The effect of flipped learning approach on academic achievement: A meta-analysis study. Hacettepe University Journal of Education, , 34(3), 708-727.
- Linga, P. & Wang, Ch-Hw. (2013). Flipped Class Learning in a Large Class Setting. Singapore: Dept of Chemical & Biomolecular Engineering.
- Nwosisi, Ch., Ferreira, A., Rosenberg, W. & Walsh, K. (2016). A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content. International Journal of Information and Education Technology, 6(5), 348-357.
- Paryani, S. & Ramadan-Jradi, R. (2018). The impact of flipped learning on student performance and engagement: A systematic literature review. International Journal of Learning and Teaching, 5(1), 30-37.
- Prensky, M. . (2001). Digital Natives, Digital Immigrants . MCB University Press, 9: 5.
- Stanley, R. & Lynch-Caris , T. (2014). An Innovative Method to Apply the Flipped Learning Approach in Engineering Courses Via Web Based Tools. Proceedings of the 2014 ASEE Gulf-Southwest Conference Organized by Tulane University (pp. 1-10). New Orleans, Louisiana: American Society for Engineering Education.
- Stuntz, D. F. (2012). Digital Literacy, CALL and Flipped Learning: An overview of technology use surveys and a rationale for the development of Flipped Learning-based CALL courses that enhance learning and digital skills. London: Routledge.
- (2013). United Nations Literacy Day. New York City: UNESCO.
- Zappe, S, Leicht, R., Messner, J., Litzinger, T & Lee H. W. . (2009). Flipping the classroom to explore active learning in a large undergraduate course. American Society for Engineering Education Annual Conference & Exhibition. American Society for Engineering Education.