The effect of choice of instruction in personalized flipped learning

ID: 50457 Type: Full Paper
  1. Hisae Matsui, Princeton University, United States
  2. Terence Ahern, West Virginia University, United States

Monday, March 6 2:15-2:45 PM

Yuichi Ono, Center for Education of Global Communication (CEGLOC), University of Tsukuba, Japan

This study examined how and why certain instructional choices were made by students in a personalized flipped learning curriculum. In this curriculum, before attending class, students had the choice of watching a lecture video in Japanese, one in English, and/or reading the textbook to learn grammar points through Google Forms. In order to investigate students’ choices and effectiveness of the curriculum, a survey was given and the results were analyzed in a cross-case analysis. The findings show a tendency that students with higher success choose Japanese videos and/or textbook while the students with lower success choose English video and/or textbook. Some of the students choose multiple instructional methods for different purposes. The findings also show a need for an improvement to give more learning opportunities in-class as well as in-class effective time use for the students with higher achievements.


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