Learning Instructional Design in a Flipped Classroom: A Comparison of Online and Face-to-Face Formats

Abstract

This study examines a flipped classroom model to enhance student learning in graduate-level courses about instructional design. One section of the two-course sequence was conducted online while the other was conducted face-to-face. Survey data was gathered to examine student perceptions (n = 37) of learning in a flipped classroom (online vs. face-to-face). The results compare the two groups’ learning experience in six critical areas: Engagement, Effectiveness, Benefits, Challenges, Individual learning, and Group learning. The results support the flipped classroom model and suggest that such paradigms may support highquality group collaboration and project-based learning in online environments.