RRL REFERENCES

INTRODUCTION
 millennials were born into a world where technology is ubiquitous. (MILLENNIAL
STUDENTS AND THE FLIPPED CLASSROOM)
 Active learning refers to any instructional method that engages students in meaningful
learning activities that require students to think about what they are doing and generally
involves activities that are introduced in the classroom (Prince, 2004).
 Active learning is associated with deep learning whereby students develop a personal
understanding of the material rather than simply retention of knowledge. By contrast,
passive learning is considered surface learning, whereby students receive information by
listening to an instructor.
 Passive learning does not facilitate deep learning (Lucas, 1997). (MILLENNIAL STUDENTS
AND THE FLIPPED CLASSROOM)
 Four important features of active learning, as summarized by Lucas (1997), are:
search for meaning and understanding, a greater student responsibility for learning, a
concern with skills as well as knowledge, and an approach to the curriculum which looks
beyond graduation to wider career and social settings (p. 189). Such deep learning and
personal engagement with content material is important for accounting students as
accounting educators are expected to prepare students for a rigorous and complex
profession that must keep pace with the dynamic and everchanging business
environment.
 Active learning strategies are student-centred instructional activities that requires
students to ‘do things’ and think about and reflect on what they are doing (Bonwell &
Eison, 1991; Misseyanni, Lytras, Papadopoulou, & Marouli, 2018). Are first year
students ready for a flipped classroom?
 A number of student-centred learning theories and methods used to guide the design
of in-class activities include peer-assisted learning, cooperative learning, problem-based
learning, collaborative learning and peer tutoring (Bishop & Verleger, 2013). Are first
year students ready for a flipped classroom?

 According to a review of the literature conducted by Prince (2004), there is considerable

evidence to support the effectiveness of active learning in improving students’ recall of
information and the effectiveness of student engagement in improving academic
performance. Prince (2004) cites several studies, Hake, 1998; Redish, Saul, &
Steinberg, 1997; and Laws, Sokoloff, & Thornton, 1999, to support the effectiveness
of active-engagement teaching methods.
 Informed by these findings, we propose a flipped learning continuum that fosters
different levels of student-centred learning and autonomy, depending on students’
learning needs and their readiness for a flipped learning approach. In the context of the
first year experience, specifically, some teacher-led instruction may be appropriate in a
flipped classroom to support students’ transition to learning in higher education.
 Increasingly, universities are being charged with producing a new kind of graduate –
creative, critical thinkers able to synthesise and respond to complex socio-ecological
 problems (Cortese, 2003; Wals & Jickling, 2002). (Are first year students ready for a
flipped classroom?)
 At the same time, universities are under pressure to innovate their learning and teaching,
while supporting an increasingly diverse student cohort’s transition into higher education
(Crosling, Heagney, & Thomas, 2009). (Are first year students ready for a flipped
classroom?)
 These mandates call for critical and reflexive approaches to teaching and learning. (Are
first year students ready for a flipped classroom?)
 Blended learning approaches “strategically, systematically and effectively integrate a
range of technology enhanced learning across physical and virtual environments” (James
Cook University, 2014, section 3).
 Such approaches have been shown to offer a range of affordances, such as enhancing and
extending student learning (Osguthorpe & Graham, 2003; Singh, 2010).
 In the context of an increasingly diverse student cohort, blended learning can enhance
educational access and lead to improved student success for both minority and non-
minority students (Dziuban, Graham, Moskal, Norberg, & Sicilia, 2018).
 Blended learning approaches also tend to be received favourably by students as they
offer flexibility and choice over when and how they learn, with access to different modes
of study, and a range of multimodal learning resources (Keppell & Riddle, 2011).
 A blended learning approach has been adopted in FSE that is centred around a shared
platform in the university’s online learning management system (LMS). Opportunities to
achieve the subject’s learning outcomes are provided through carefully designed learning
experiences and interactions with teaching staff, supported by learning technologies.
Within this approach, weekly, two-hour mass lectures facilitate teacher-led delivery and
explanation of learning material, with the inclusion of short online videos, revision and
summary exercises, science demonstrations and case studies. One-hour tutorials
conducted with groups of approximately 25 students provide opportunities for
experiential learning and consideration of classroom pedagogies for science and
sustainability education. (Are first year students ready for a flipped classroom?)
 Additionally, it is to be noted that while there have been reported learning gains arising
from flipped approaches in a range of disciplines (e.g., Baepler, Walker, & Driessen,
2014; Jensen, Holt, Sowards, Ogden, & West, 2018; Love, Hodge, Grandgenett, & Swift,
2014), the impact of such approaches on student learning outcomes remains under-
researched (see Lundin, Rensfeldt, Hillman, Lantz-Andersson, & Peterson, 2018).

 The flipped learning approach in FSE The fields of science and sustainability education
espouse active and participatory pedagogical approaches as a means of optimising
student engagement and higher order thinking.

 Scholars argue that responding to such multifarious problems requires student-centred

approaches that develop learners’ capacity to think critically and creatively (Stevenson,
Brody, Dillon, & Wals, 2013).
  At the forefront of such approaches are inquiry-based pedagogies that engage students in
learning through, for example, stimulus and problem-based activities, group discussions,
case studies and fieldwork (Cotton & Winter, 2010; Nichols, Burgh, & Kennedy,
2017).

FLIPPED CLASSROOM
 Flipping the classroom has become an increasingly popular approach to meeting the
learning needs of millennial college students. (MILLENNIAL STUDENTS AND THE
FLIPPED CLASSROOM)
 Using the flipped-classroom model, online audio or video lectures take the place of in-
class lectures and class time is reserved for active-learning assignments. Students watch
the videos prior to coming to class, freeing up class time for discussions, hands-on
application, problem solving, games, and other engaging and collaborative activities. In
the flipped classroom, the teacher’s role changes from lecturer and deliverer of content to
learning coach, guiding students through a series of engaging and experiential-learning
activities. The focus is on learning rather than teaching and the approach has been found
to increase overall interaction among students and between student and teacher.
(MILLENNIAL STUDENTS AND THE FLIPPED CLASSROOM)
 The Flipped-Classroom Model
 There are many ways to make lessons available for students; faculty can record their own
videos or screencasts, use online videos (i.e., Khan Academy), or use lecture notes. To
keep students’ attention, recorded videos should be kept to around 20 minutes in length.
Since lectures are delivered online, they should not be repeated in class. Class time is
devoted purely to active and collaborative assignments. (MILLENNIAL STUDENTS
AND THE FLIPPED CLASSROOM)
 Accountability for completing pre-class assignments can be monitored using
automatically-graded, unit-based online quizzes. Not only does this step motivate
students to take the preparation seriously, it also provides the faculty member with
important information that can inform subsequent planning for course activities and topic
review. If students are experiencing a problem with a particular topic, this can be
addressed by a mini-lecture in class followed by active practice assignments.
 Frydenberg (2012) suggests counting the quizzes toward the final grade to motivate
students. (MILLENNIAL STUDENTS AND THE FLIPPED CLASSROOM
 If several groups are struggling with the same concept, the instructor can provide
explanations to the entire class on the concepts needed to continue the lesson
(Frydenberg, 2012).
 Frydenberg (2012) also suggests a debriefing at the end of class where students share
how they did the assignment and what problems they faced.
 See Figure 2 for suggested structure for a 75-minute class (Frydenberg, 2012).
 Benefits of the flipped classroom strategy include: increased time for engaging
instruction (Milman 2012);
  students can study at their own time and pace rather than listen to a lecture on a topic that
they already understand and can view lectures on mobile devices whenever they are
ready (Frydenberg, 2012; Steed, 2012);
 lectures can be viewed as often as needed to understand a topic, and recorded lectures are
more time efficient (Frydenberg, 2012).
 Milman (2012) suggests that the flipped classroom technique is good for teaching
procedural knowledge, which is knowledge about how to do something, such as solving
an accounting problem.
 Although the concept is relatively new, research on the effectiveness of the flipped classroom is
growing. In a review of the literature, Talbert (2012) found evidence that the flipped classroom
helps college students learn more effectively.
 The flipped (or inverted) classroom is a blended learning approach that reverses the
traditional university teaching and learning model (O’Flaherty & Phillips, 2015).
 When learning is flipped, didactic lectures, which usually take place during face-to-face
time, are pre-recorded and made available for students to watch prior to class, while
opportunities to deepen, extend and apply student understanding of the recorded material
are afforded by way of ‘active learning strategies’ in class time (Cheng & Weng, 2017;
Roehl, Reddy, & Shannon, 2013; Zainuddin & Halili, 2016).
 Flipped learning in higher education A key premise of flipped learning is that students
engage with important content in advance of attending class, while opportunities for
higher order thinking are afforded during class time (O’Flaherty & Phillips, 2015). In
their comprehensive review of existing research into flipped learning in higher education,
Bishop and Verleger (2013) reject broad definitions of flipped learning that suggest
assigning readings prior to class and engaging in group discussions during class time
constitutes a flipped learning approach. They define a ‘flipped classroom’ as one that
employs “interactive group learning activities inside the classroom, and direct computer-
based individual instruction [i.e., video lectures] outside the classroom” (p. 5). This is the
definition of flipped learning adopted in FSE
ADVANTAGES:
 using active learning strategies in class enables teachers to understand better students’
learning styles and difficulties; to use class time more effectively and creatively; and to
meet the learning needs of diverse student cohorts by customising the curriculum and
offering personalised teacherto-student mentoring and peer-to-peer collaboration
(Fulton, 2012; Roehl et al., 2013).
 Students also respond positively to flipped learning approaches, with studies
reporting that such approaches are more effective at engaging students than traditional
university lectures (Fulton, 2012; McCarthy, 2016; Nouri, 2016), and eliciting positive
emotions and attitudes toward learning (Jeong, González-Gómez, & Cañada-Cañada,
2016).
 Roehl et al. (2013) and Vaughan (2014) contend that, in the age of Millennial learners,
engagement is a more important consideration than ever, arguing that Millennials are
more intolerant than other generations to traditional lecture-style pedagogies.
 The potential benefits of a flipped classroom are tempered by two main concerns that (a)
considerable work is required to create and coordinate learning materials and activities,
particularly quality flipped videos, and (b) students may be resistant to doing the
 required work at home and come unprepared to class to participate in planned activities
(Herreid & Schiller, 2013; Milman, 2012).
 It has also been suggested that posting videos online for some students, as they are
unable to ask questions to clarify their ideas in real time, and similarly, teachers cannot
pose questions to check for understanding as learning is taking place (Howitt & Pegrum,
2015).
DISAVATAGES:
 The literature cautions about the limitations and pitfalls of flipping the classroom. Such
limitations may include: poor quality of video lectures compared with a face-to-face
setting; student technology issues and conditions under which they might view the video
(i.e., in front of TV, distracting surroundings); students may not watch the video before
class; instructor and peers are not available to answer questions during video viewing;
and difficulties for second language learners or those with learning disabilities (Milman,
2012).
 Other pitfalls might include faculty initial preparation time; increased responsibility on
students for their own learning can leave some students feeling uncomfortable or
abandoned; culture shock for students accustomed to rote, lecture-style learning; and
student resistance to taking on the increased responsibility for learning (Talbert, 2012).
 It has also been suggested that posting videos online may not offer sufficient scaffolding
for some students, as they are unable to ask questions to clarify their ideas in real time,
and similarly, teachers cannot pose questions to check for understanding as learning is
taking place (Howitt & Pegrum, 2015).

HISTORY OF FLIPPED CLASSROOM

 Flipping the classroom has become an increasingly popular approach to meeting the
learning needs of this generation of college students. This paper will examine the flipped-
classroom approach to educating the millennial generation of students and will explore
accounting-students’ attitudes toward this emerging pedagogy. (MILLENNIAL STUDENTS
AND THE FLIPPED CLASSROOM)
 Since millennials began entering higher education in the year 2000, it has become increasingly
clear that this unique generation of students requires and expects a different approach to
learning. (MILLENNIAL STUDENTS AND THE FLIPPED CLASSROOM)
 Commonly described in the literature as smart, ambitious, incredibly busy, multi-taskers,
ethnically diverse, and digitally literate, millennials think it is cool to be smart, are
always connected, expect immediate/instant access and responses, and have a preference
for experiential and engaging learning environments. (MILLENNIAL STUDENTS AND THE
FLIPPED CLASSROOM)
 According to Howe & Strauss (2003), the seven core traits that define the millennial
generation are: special, sheltered, confident, team-oriented, conventional, pressured, and
achieving. (MILLENNIAL STUDENTS AND THE FLIPPED CLASSROOM)
 Skiba & Barton (2006) state that the unique characteristics of millennials “are challenging the
traditional classroom teaching structure, and faculty are realizing that traditional classroom
teaching is no longer effective with these students” (p. 3). (MILLENNIAL STUDENTS AND THE
FLIPPED CLASSROOM)
 The concept of the flipped classroom was started in 2007 by two high-school chemistry
teachers, Jonathan Bergmann and Aaron Sams, at a Colorado high school. After learning
 about the ability to use PowerPoint with voiceovers and annotations, the two teachers
began recording their live lessons using screen-capture software and posting them online
for their students to access (Bergmann & Sams, 2012). (MILLENNIAL STUDENTS
AND THE FLIPPED CLASSROOM)


STUDENTS
ADVATAGES
 Never knowing a world without computers and the Internet, millennials don’t see them as
tools, but rather as integral parts of their lives (Merritt, 2002, p. 46). (MILLENNIAL
STUDENTS AND THE FLIPPED CLASSROOM)
 Active learning improves student understanding as they talk about their work and make
what they are learning part of themselves (Chickering & Gamson, 1987).

DISADVANTAGES

TEACHERS
ADVATAGES
Steed (2012) suggests starting small and moving away from lectures to more active-learning methods
one lesson at a time.
DISADVANTAGES
 Implementing the flipped classroom approach can be time consuming. (MILLENNIAL STUDENTS
AND THE FLIPPED CLASSROOM)

PARENTS

RELATED STUDIES
 Also with respect to student preferences for learning course material, in a study
conducted by Nicholas (2008), survey results from 102 college students reveal that over
90% of respondents preferred a mixture of course activities, including lecture, group
work, discussion, and problem solving. Problem solving was found by 92.3% of students
to be helpful in learning course material.
 At the time this research was conducted, the authors were aware of only two studies that
employed narrative to explore educators’ experiences implementing a flipped classroom
in a secondary school (Huereca, 2015) and higher education setting (Howitt & Pegrum,
2015).