Sage or guide? Student perceptions of the role of the instructor in a flipped classroom
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Higher education has begun to shift from a teacher-centred instructional approach to a student-centred learning approach; many instructors have embraced this change by developing flipped classrooms. In the flipped classroom, students complete pre-work prior to attending class; this pre-work is often in the form of a video recording, lecture recording or reading. Class time is then repurposed to focus on knowledge application and synthesis rather than delivery. As such, it is suggested that instructors become less sage- and more guide-like in their teaching approach. The impact of the flipped classroom has been mostly positive in research; however, it is unclear whether students actually note and/or value the change in the role of the instructor in the flipped classroom. This study sought to evaluate the perception of the ideal instructor according to students following their experience in a flipped classroom course. Data were collected on students’ perceptions of the instructor prior to, during, and following a flipped classroom experience. Overall, students valued the instructor’s role as a moderator rather than information-deliverer; however, the most important aspect of the flipped classroom, according to the students in this study, was the ability of the flipped classroom to foster greater interaction and learning between students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it