TPC Journal-Vol 9- Issue 2-Full-Issue

110 The Professional Counselor | Volume 9, Issue 2 efforts in both online spaces (via posted video lectures) and physical classroom spaces (via in-person activities; Brown, 2016). The prevalence of flipped learning in higher education has increased since 2000, and the teaching approach has recently gained momentum in counselor education in addition to or instead of more traditional, lecture-focused approaches in non-flipped courses (Fulton & Gonzalez, 2015; Merlin, 2016; Merlin-Knoblich & Camp, 2018; Moran & Milsom, 2015). Despite this attention, no researchers have published a comparison of flipped and non-flipped courses in counselor education. In this article, we seek to fill this gap by describing the findings of a causal comparative study comparing one aspect of student experiences in flipped and non-flipped counseling courses—classroom engagement. Classroom Engagement Classroom engagement refers to “a student’s active involvement in classroom learning activities” (Wang, Bergin, & Bergin, 2014, p. 1). Researchers have determined that the construct is comprised of three components: affective engagement, behavioral engagement, and cognitive engagement (Archambault, Janosz, Fallu, & Pagani, 2009; Fredricks, Blumenfeld, & Paris, 2004). Since the 1990s, researchers have given substantial attention to student engagement in higher education classrooms (Trowler, 2010). This focus is due in large part to the strong relationships between engagement and positive student outcomes, such as student achievement and graduation rates (Elmaadaway, 2018; Harper & Quaye, 2009; O’Brien & Iannone, 2018; Trowler, 2010). Researchers have acknowledged that student classroom engagement is a multifaceted construct impacted by multiple variables, including instructors’ behaviors with students in the classroom (Krause & Coates, 2008; O’Brien & Iannone, 2018). Thus, we chose to study the potential relationship between instructors’ use of flipped learning and student classroom engagement. In this study, we sought to understand if students reported different perceptions of their classroom engagement levels in flipped and non-flipped counseling courses. Next, we present an overview of the flipped teaching approach and its research base. Flipped Learning Underpinnings Flipped learning is a teaching approach in which students view pre-recorded video lectures online outside of class, then meet in class for F2F learning activities in which they apply and explore course content. These activities can include group projects, discussions, skill practice, and experiential activities (Bishop & Verleger, 2013; Gerstein, 2012). Flipped classrooms are different from non-flipped classrooms in that non-flipped classrooms feature in-class lecture for all or part of each F2F class. Thus, students in non-flipped classrooms spend class time listening to an instructor lecture instead of viewing recorded material on course content outside of class and participating in activities in class (McGivney-Burelle & Xue, 2013; Murphy, Chang, & Suaray, 2016). In some non-flipped classrooms, instructors use lecture as the primary instructional approach, whereas in other non-flipped classrooms, instructors pair lecture with experiential activities in class (Cavanagh, 2011; Foldnes, 2016). Given the popularity of experiential learning in counselor education (McAuliffe & Eriksen, 2011), and for the purpose of this study, we define a non-flipped counseling classroom as one in which students engage in both in-class lecture and experiential activities when meeting F2F. Flipped Learning Process When designing a flipped classroom, instructors complete two primary tasks. First, they create or select a pre-recorded video lecture with the essential content students need to learn. Instructors can