Exploring Global Thinking and Team-based Reflection in a Flipped Classroom

Abstract

Research suggests that student may perform better when the classroom is flipped, the students work in teams, and the students are taught in a global manner. A project was therefore initiated to explore the integration of global thinking and team-based reflection in a flipped classroom. In the project, we investigated how well students prepared at home, how well they worked in teams, how students worked, and how well they performed in the final exam in such a setting. The main lessons learned were that the students did not do as much at-home preparation or at-school collaboration and reflection within the teams as expected. There was no observable improvements to the students’ exam performance either. This paper discusses possible reasons for not achieving the expected results and may give useful input to researchers designing other, similar projects.