Exploratory Sequential Study in the Implementation of Moodle-Based Flipped Classroom on Microteaching Class

Flipped classroom is an interactive teaching approach which provides active learning. In the first semester of school year 2023-2024, flipped classroom was implemented in DIFEQUATIONS under the School of Engineering and Architecture of Holy Angel University. Basic knowledge about each topic were provided by the instructors to the students before the in-campus sessions with the aid of asynchronous discussions such as pre-recorded videos and module resources and online assignments through the university’s learning management system. Students were equipped with fundamental principles and knowledge which were utilized during their in-campus sessions where active and interactive learning took place, acquiring them with mathematical skills and competencies. This study was conducted to know the perception of the second year engineering students who were enrolled in DIFEQUATIONS when flipped classroom was carried out. Ten statements regarding the evaluation of the General Engineering program, which was the implementation of flipped classroom in DIFEQUATIONS, were rated by the students and indicated strongly agree response with an average rating of 4.34. Students responded agree with the flipped classroom approach, getting an average rating of 4.10, which were the evaluations from thirty statements regarding flipped classroom. Suggestions and comments were solicited from the students to recognize the challenges, know the feedback and identify ways to improve the implementation of flipped classroom. Flipped classroom was a good way of understanding, studying and learning, where students were able to grasp each lesson in a more accessible and engaging process.

The implementation of flipped classroom can help students achieve the goal of deep learning, and the BOPPPS model which is rising in recent years provides a basic framework for the implementation of flipped classroom. Through the analysis of the concept of flipped classroom and the feasibility of constructing the flipped classroom teaching mode of computer application foundation, this paper summarizes the methods of constructing the flipped classroom teaching of Computer Application Fundamentals, hoping to provide reference for the flipped classroom teaching in higher vocational colleges. Teaching practice shows that the OBE-BOPPPS teaching mode is helpful to solve the problems in the teaching process, improve the teaching quality of university teachers, improve the learning effect of students, and promote the teaching reform of basic computer courses.

Low-performance, insufficient instruction time and difficulty in providing instructional needs for diverse learners are some of the prevalent problems in mathematics education. Flipped Classroom is a rising pedagogical model that exhibits promising features in battling these dilemmas. This study aimed to develop lessons that integrates flipped classroom, uses student collaboration and incorporates contexts from students' culture and experiences. Mainly, this study provided ways on how teachers from rural areas with less technological accessibility, can implement this instructional model through the use of materials and platforms available in their community. The mixed method of research was used. Qualitative approach was utilized in the analysis of students’ responses in their interviews and journals and the quantitative approach was done through pre-experimental design. Interviews to teachers and analysis of available data in the chosen school were done to know which topics are to be included in the study. The identified topics were examined to develop lessons that are best suited for the use of the model to Grade 10 Geometry. Ten lessons were made and implemented to a Grade 10 class to determine its effect on their task performance, conceptual understanding and problem-solving skills.  Effects on study habits and interest were determined using interviews, journals and inventory. Results show that there is a significant difference on the performance of the students, within the considered constructs, before and after being exposed to flipped classroom. Moreover, positive change on responding to tasks, greater initiative to take part and higher interest levels were also revealed. The implementation of flipped classroom has deepen their understanding, positively affected the way they perceive and react to tasks, boost their interest and taught learners the accountability of their own learning. Additionally, availability of learning resources at home and support from knowledgeable others are important factors that help improve students’ performance.

As the education world revolves to Education 4.0, flipped classroom is seen to be one of the learning approaches that best described the future learning. Flipped classroom ticks every pillar for Internet of Things which are things, people, process and data. In flipped classroom, the things are the devices that the students use, such as computer, tablet or smartphone. The people that are involved in flipped classroom are teachers and students. The process that happened is teaching and learning. The data is transmitted through educational platform such as Google Classroom and Microsoft Teams. Flipped classroom transforms the conventional classroom by flipping the theoretical part to be done before the class and making the class to be student-centered and focusing to the practicality part of the lesson. Nonetheless, the research on flipped classroom is still limited in Malaysia, especially the primary school English language students. Hence, this paper aims to fill in this research gap by designing a conceptual framework for flipped classroom in teaching English writing to cater primary students with aims to improve students’ writing performance and motivation. The correlation between students’ writing performance and motivation will be observed too. In this respect, the proposed framework is integrated with technology based on Internet of Things, 21st century learning, social constructivist theory, Bloom’s revised taxonomy and motivational model. By using this conceptual framework, a set of teaching module is developed and to be implemented in English writing class for primary school students. This research also aims to use a mixed-method research design with three different instruments; writing test, questionnaire and interview to test its effectiveness, as it is believed that the implementation of flipped classroom can improve students’ English writing performance and their motivation. 64 students will be the participants of this study and they will be divided into two groups, control group and experimental group. Control group will go through conventional English writing class while experimental group will experience flipped classroom. The findings of this study will be beneficial for ESL teachers, ESL primary students and Ministry of Education.

In Flipped classroom, the sequence of the learning process is inverted. The activity that is traditionally conducted in classroom is done at home; while the activity that is traditionally completed at home, is done in class. This qualitative research aimed at introducing how the implementation of flipped classroom into an English language class affected the learning experience of pre-service English teachers based on Self-Determination Theory framework. In this study, a flipped classroom was implemented on Classroom Management course. A total of 28 prospective English teachers learned the material from e-book and articles, watched videos, and read their friends’ power point presentation online at home. In-class time was devoted to the presentation of the group in charge, question and answer session, discussion, role play, problem-solving, or project accomplishment. The participants of the study were given open-ended questions to gain insight into their responses of flipped classroom implementation. Through content analysis, finding showed that there were four themes emerged which were in line with Self-Determination Theory framework. Pre-service English teachers responded positively to the three basic psychological needs namely competence, autonomy and relatedness during the flipped classroom. The implication to English language teaching is also discussed in this study.

Some students in Islamic Religious Education (PAI) study programs students still have low pedagogical competence. It is deemed necessary to increase the pedagogical competence of prospective PAI teachers, one of which is by implementing a Moodle-based flipped classroom on microteaching. Specifically, this research focuses on 1) how is the implementation of the Moodle-based flipped classroom on microteaching in improving the pedagogical competence of prospective PAI teachers, 2) Describing the effect of the implementation of the Moodle-based flipped classroom on the pedagogical competence of prospective PAI teachers, and 3) Knowing student responses to the implementation of the flipped classroom Moodle-based on microteaching. The results showed that: 1) Implementation of Moodle-based flipped classroom on microteaching at UIN K.H. Abdurrahman Wahid Pekalongan is carried out with e-learning on the http://learning.iainpekalongan.ac.id/ page, 2) Based on the results of the t-test (paired sample test) that the value of t count = [-44,338] or 44,338 while the value of t table = 2.028 so that 44.338 > 2.028, and a Significance value (2-tailed) of 0.000 so that 0.000 <0.05, it can be concluded that there is an effect of the implementation of moodle-based flipped classrooms in microteaching courses on the pedagogical competence of prospective teachers, 3) Student responses to Microteaching courses are included in the category very positive, the Moodle LMS is included in the positive category, and the flipped classroom is included in the positive category.

The COVID-19 pandemic has given the effect of changing learning models and requiring teachers to improve their skills in implementing online learning especially in university level. At University of Muhammadiyah Gresik, various learning models were applied by lecturers, one of which was the flipped classroom learning model. Flipped classroom is a learning model in which students are required to study the material first at home or outside the classroom within a few days before the learning process begins. Flipped classroom can make it easier for students to understand the learning material because students have more time study with the explanation videos given. A qualitative approach was used in this study to find out the students’ perception to the implementation of flipped classroom in the learning process. The result of this study found that the implementation of flipped classroom was well received by the students. Students responded that flipped classroom helped them understand the material easier, provided more interactive activities in the classroom, and guided them to improve their learning abilities independently. Thus, flipped classroom was also considered as an innovative learning model that can be implemented the learning process in new normal education.

Purpose This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students’ learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the “flipped classroom” model strikes a chord and becomes a trend. Design/methodology/approach By applying nonequivalent pretest posttest control group design to the experimental research, 242 college students in Henan Province are selected as subjects of study. They are divided into four groups. The first group adopts the flip classroom teaching method. The second group adopts the cooperative teaching method. The third group adopts the flipping classroom teaching method integrated the cooperative teaching method. The fourth group (control group) adopts the traditional teaching method. The study lasted 15 weeks with sessions carried out 3 h a week. Findings The research results show significant effects of flipped classroom teaching method on learning motivation, flipped classroom teaching method on learning outcome, cooperative learning on learning motivation, cooperative learning on learning outcome, flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation and flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome. Research limitations/implications First, on the basis of consulting the links of many teaching strategies and summarizing the experience of flipped classroom practice in famous universities, a series of teaching strategies is put forward. However, the pertinence of different subjects may be different, which requires teachers to focus on the specific practice of reference. Second, due to the limitation of time, the author spent more time and energy on the proposal part of strategy, and the scientific nature of the strategy is not verified in practice, so it needs to spend time and practice in the later stage to improve this work. Practical implications This topic is the integrated design practice and research of flipped classroom in current teaching. The practical significance of the research is to find a solution to the problem of low learning efficiency of students in traditional classrooms, so as to update teachers’ teaching concepts, change teaching methods and promote teaching behaviors. In flipped classroom, there is a systematic integrated design process before, during and after class, which can effectively improve teachers’ teaching design ability, help students change their learning methods and truly improve students’ learning efficiency and effectiveness. The research on the implementation of flipped classroom can enrich the theory of flipped classroom, including the research on the orientation of learning theory and the reorientation of the role of teachers and students. This study can provide theoretical support for the strategies and environment for the cultivation of students’ independent learning ability. The results of this study can provide a reference for improving the scientificity and diversity of research methods. Originality/value Based on the integrated design of flipped classroom before, during and after class, this research systematically explores the role of flipped classroom in cultivating students’ autonomous learning ability in the teaching of information science and technology, and studies how to maximize the role of flipped classroom in teaching to promote and help students’ learning. In addition, a special iterative method is adopted. In each round of research, according to the opinions of students and peers, the inadequacies and improvements in the last round of research is found, certain links are increased or decreased, and finally the research goals are achieved.

Introduction: In a flipped classroom, students engage with lectures and foundational material either print, audio, or video before arriving for class. This pre-class learning then enables class sessions to become interactive, problem-solving, and case-based learning, maximizing direct teacher support for deeper comprehension. This study is aimed to assess perceptions of implementation of flipped classroom in teaching anatomy to first phase MBBS students. Methodology: For the 2022–2023 academic year, 147 First MBBS students participated in a study where a flipped classroom was implemented in teaching the subject of anatomy for five flipped classroom sessions distributed over a period of one and half months schedule.Data was gathered from these students at the end of last activity as responses to the survey questions with five point likert scale and one open ended question to describe students experience about the flipped classroom activity. Result: The implementation of flipped classroom for teaching gross anatomy was viewed positively. They particularly valued the flexibility it offered, allowing them to learn at their own speed and providing the valuable in-class time for interactive learning activities

Significant evidence about the effectiveness of flipped classroom can be found in such education field literature, however there was limited study of flipped classroom practices in cultural art education. This study aimed to describe the cultural art teacher perceptions on the implementation of flipped classroom approach. This study utilized survey method to obtain the data about teacher perceptions toward the implementation of the flipped classroom in cultural art classes. There were 32 Indonesian cultural art education teachers from various backgrounds involved in the present study. The survey results indicated that cultural art teachers had a positive perception toward the implementation of flipped classroom in cultural art learning. The main constraints faced by teachers to implement flipped classroom approach are inadequate facilities and infrastructures, and lack of internet access in some parts of Indonesia. This approach, according to the teacher, is very suitable to overcome the education challenges in the twenty-first century.

Effects of flipped classroom on nursing psychomotor skill instruction for active and passive learners: A mixed methods study.

With the implementation of the new curriculum reform, flipped classroom model has attracted the attention of many scholars and teachers. Flipped classroom is an innovative mode of education and teaching under the new curriculum reform, which has changed the traditional teaching form and process. The most obvious manifestation of flipped classroom is to return the “decision right” of classroom to students, and pay attention to students' independent learning before class. In the form of flipped learning, students can stimulate their own enthusiasm in classroom learning, give play to their subjective initiative and enthusiasm, and deepen their subjective understanding of knowledge. In the implementation of flipped classroom, teachers can improve the quality of mathematics teaching and cultivate students' mathematical thinking ability.

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category. Â

The research in flipped classroom is gaining popularity across countries. However, there is very limited research that describes how to implement flipped classroom method in learning. This study aims to describe how to implement the flipped classroom in TELL classes. The research design of this study is case study. Then, the technique of collecting the data through email interviews. After that, the data was analysed by thematic analysis. As the result of this analysis, it was found that the implementation of flipped classroom is divided into three stages such as pre-class activities of flipped classroom, while class activities of flipped classroom, and post-class activities of flipped classroom. Moreover, while implementing flipped classroom there are such challenges that arise and how to overcome them. Key Words: Flipped Classroom, EFL, Bloom’s Taxonomy, Mastery Learning, Constructivism

This article reports on a case study designed to examine the implementation of flipped classroom in the EFL classroom in Taiwan. In addition, students’ perception of flipped classroom was also investigated. Sixty-one senior high school students participated in this study; data were gathered from students’ English midterm exam score and questionnaire. The data then were quantitatively analyzed by using T-test and descriptive statistics. The results show that students’ English proficiency in flipped classroom was not significantly different with students in traditional classroom. However, the results reveal that students’ perception of flipped classroom were generally favorable. Students’ contended that flipped classroom enhanced their motivation in learning English, as they liked the self-pace through the course and they stated that flipped classroom gave them more class time to practice English. The results presented here may facilitate improvements in the implementation of flipped classroom in EFL class. Furthermore, suggestions for further research are also presented.