[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596069-105":59,"doc-detail-596069-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","mixed-approaches-to-learning-in-the-flipped-classroom-how-students-approach-the-learning-environment","Mixed Approaches to Learning in the Flipped Classroom - How Students Approach the Learning Environment","","Flipped teaching reshapes higher-education learning by moving lectures online and reserving in-class time for active learning and student engagement in their own learning process. This study used qualitative focus groups with male students in a research course to identify how active engagement and motivation can be improved. Results show students combine surface and deep-learning approaches: online recordings support deep learning in class only when students arrive prepared. If recordings are not used, students may rely mainly on surface approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mixed-approaches-to-learning-in-the-flipped-classroom-how-students-approach-the-learning-environment/596069/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mixed-approaches-to-learning-in-the-flipped-classroom-how-students-approach-the-learning-environment/596069.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the flipped classroom in this paper?","Question",{"text":112,"@type":113},"The flipped classroom moves lectures out of the classroom via online recordings and uses in-class time for active learning and student engagement in their own learning process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and who participated?",{"text":117,"@type":113},"The paper reports focus groups made up of male students enrolled in a qualitative research course.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about students’ learning approaches?",{"text":121,"@type":113},"Students in the flipped classroom mix surface and deep-learning approaches. Online recordings can support deep learning in in-class activities, but only if students come prepared; without recording engagement, students may rely mainly on surface approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596069,1792189531,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 11 | Issue 1 | Article 6 |\n| --- | --- |\n| Summer 06-30-2020\u003Cbr>Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment\u003Cbr>Margrét Sigrún Sigurðardóttir University of Iceland, [mss@hi.is](mss@hi.is)[ ](mss@hi.is)Thamar Melanie Heijstra University of Iceland, [thamar@hi.is](thamar@hi.is)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2020.1.8098](https://doi.org/10.5206/cjsotl-rcacea.2020.1.8098) |  |\n\nRecommended Citation  \nSigurðardóttir, M. S., & Heijstra, T. M. (2020). Mixed approaches to learning in the flipped classroom: How students approach the learning environment. The Canadian Journal for the Scholarship of Teaching and Learning, 11(1) .  \n[https://doi.org/10.5206/cjsotl-rcacea.2020.1.8098](https://doi.org/10.5206/cjsotl-rcacea.2020.1.8098)  \nMixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment  \nAbstract  \nFlipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.  \nL’enseignement dans une classe inversée est une tendance dans l’enseignement supérieur. Par le biais de l’enseignement dans une salle de classe inversée, l’environnement d’apprentissage peut être modifié en déplaçant le cours magistral hors de la salle de classe par le biais d’enregistrements en ligne, alors que les séances en salle de classe se concentrent sur l’apprentissage actif et la participation des étudiants et des étudiantes selon leur propre processus d’apprentissage. Dans cet article, nous avons employé des groupes de discussion composés d’étudiants de sexe masculin dans un cours de recherche qualitative dans le but de comprendre les manières dont nous pourrions améliorer la participation active et la motivation des étudiants dans une salle de classe inversée. Les résultatsindiquent que, dans la salle de classe inversée, les étudiants mélangent les approches d’apprentissage en surface et d’apprentissage profond. Les enregistrements en ligne, avec lesquels les étudiants interagissent par le biais d’une approche d’apprentissage en surface, peuvent servir de tremplin pour en arriver à une approche d’apprentissage profond au cours des activités en classe, mais uniquement si les étudiants viennent en classe bien préparés. Les résultats suggèrent donc que les étudiants doivent être informés de l’importance de la préparation avant de s’engager dans des activités de classedans une salle de classe inversée pour garantir que le processus d’apprentissage actif mène à laréussite. S’ils n’écoutent pas les enregistrements (par ex. à cause d’un mauvais fonctionnement de la technologie, comme cela a été le cas lors de cette étude), le résultat peut être que les étudian","cbCaihwTFKGBosYE","https://ap.wps.com/l/cbCaihwTFKGBosYE","pdf",261921,17,"English","# Abstract\n## Flipped teaching context\n## Research method and participants\n## Key findings on learning approaches\n## Implications for student preparation","[{\"question\":\"What is the main purpose of the flipped classroom in this paper?\",\"answer\":\"The flipped classroom moves lectures out of the classroom via online recordings and uses in-class time for active learning and student engagement in their own learning process.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"The paper reports focus groups made up of male students enrolled in a qualitative research course.\"},{\"question\":\"What did the findings show about students’ learning approaches?\",\"answer\":\"Students in the flipped classroom mix surface and deep-learning approaches. Online recordings can support deep learning in in-class activities, but only if students come prepared; without recording engagement, students may rely mainly on surface approaches.\"}]","Mixed Approaches to Learning in the Flipped Classroom - How Students Approach the Learning Environment | PDF",1792082382,43]