WHAT DO STUDENTS' FLIPPED LEARNING EXPERIENCES ADVISE FOR FLIPPED TEACHING? FINDINGS OF A CASE STUDY AND IMPLICATIONS FOR FLIPPED TEACHING

The teaching approach of flipped learning seems to meet students' needs in order to fully engage them into academic learning. Therefore, educators need to know the ropes, how teaching arrangements can be augmented and how instructional design elements can facilitate flipped learning. Applying the approach of design-based research [1], based on a common concept of flipped learning [2], and adopting a task-based strategy [3], a flipped seminar pilot was designed and a case study conducted. In 2017 the pilot was implemented for 109 students in pre-service teacher education at Leipzig University/ Germany. 10 of 13 weekly classes were flipped: students had to acquire basic knowledge by e-learning assignments before classes. The case study puts students' requirements into perspective. Qualitative data were collected by focus group interviews and an open-ended questionnaire in order to explore learning experiences as students' responses to significant events based on individual valuation [4]. Analysis aimed at the quality of relation between flipped learning and flipped instructional design. The paper presents preliminary results: (1) An overview of experience-related topics is outlined and exemplified. (2) Students' explicit wishes/suggestions are categorized. Conclusions are proposed for further research and to point out first implications for flipped teaching and learning.