Using flipped instruction in a technology-enhanced learning environment: The case for scaffolding

Abstract

This article examined the effect of designed conceptual, procedural, and metacognitive scaffolding on team performance during an Enterprise Resource Planning simulation (ERPsim) in the flipped classroom.The scaffolds were embedded in an ERPsim learning unit within a flipped classroom to support student inquiry and team performance. The 120 participants in a randomized control group consisted of undergraduate students enrolled in an introductory supply chain management class designed with flipped instruction. The results revealed that the designed scaffolds had a statistically significant positive effect on the team results during each quarter of the simulation. The results have implications for instructors who use flipped instruction and for technology-enhanced learning environments (TELEs). These results indicate that scaffolding substantially increased the performance of teams. Although flippedinstruction is an engaging teaching methodology, offering students additional scaffolding with flipped teaching can lead to better understanding of course concepts.