Classroom Approach Research Articles

A systematic review of flipped classroom approaches in language learning

This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students’ perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in language learning.

Knowledge-Based Flipped Classroom Model to Improve Physics Learning Outcomes

Abstract The goal of studying physics is to produce individuals who can use their knowledge and comprehension to tackle complicated challenges in daily life. This is partly influenced by the absence of practical work in the laboratory. Therefore, a learning model is needed that can overcome this problem. This journal presents a model for implementing a Knowledge-Based Flipped Classroom approach in the context of physics education. Traditional classroom settings often rely on passive consumption of information, limiting student engagement and depth of understanding. In contrast, the flipped classroom model emphasizes active learning, where students engage with the course material before class begins, allowing in-class time for deeper exploration, discussion, and application of concepts. This research uses a mixed-methods research methodology, to evaluate the effectiveness of the Knowledge-Based Flipped Classroom model in physics teaching. This paper proposes a structured framework for designing flipped physics classrooms, integrating multimedia resources, interactive activities, and collaborative learning experiences. Using this strategy, instructors can improve student learning outcomes by developing critical thinking, problem-solving abilities, and conceptual knowledge. The adoption of the Knowledge Based Flipped Classroom paradigm has been proven to improve learning outcomes in Sensor Technology courses, according to the study’s findings. It is advised that this learning approach be applied in Sensor Technology courses as an alternative to traditional instruction.

Implementing Learner Autonomy in English as a Foreign Language Classroom Through a Flipped Classroom Pedagogical Approach

This study is a small-scale action research on the problem of using the Flipped Classroom pedagogical approach to enhance learner autonomy in the target group of high school students in an EFL classroom. The main stages of the research were conducted in the spring semester of the academic year of 2023/24. The participants of the study are seven Ukrainian Grade 9 students and three teachers. The research aims at designing and implementing a method for engaging learners in autonomous practices through the Flipped Classroom model. The methodological basis of this study is the works of (Benson & Voller, 2014), the Flipped Learning Network (2014), (Moore, 2015), (Velegol, Zappe, & Mahoney, 2015), (O’Flaherty & Phillips, 2015), (Hung, 2015), (Huang & Hong, 2016), (Nichols, Burgh, & Kennedy, 2017), (Olakanmi, 2017), (Låg & Sæle, 2019), (Jung, Park, Kim, & Park, 2022), (Little, 2022) and other scientists. In this research, the mixed-method approach is used; the quantitative and qualitative data have been collected through guided observation, surveys (teacher interviews and student questionnaires), and mathematical statistics (descriptive and frequency methods). The essence of the designed method lies in the gradual engagement of students in reviewing short video lectures and reading relevant input before class; then, in class, discussing content and doing quizzes and exercises to reinforce understanding, and, finally, actively participating in creating content-related presentations or projects. The results of this study demonstrate that the Flipped Classroom approach has a considerable impact on learner self-awareness, beliefs, and attitudes implemented in autonomous classroom practices, in particular: effective use of free time for English studying; increased motivation to explore new content and understanding it; perception of a teacher as a facilitator, suggesting a move towards a more student-centered or collaborative learning environment; perception of knowledge as something to be gained rather than “transmitted”, taking on responsibility for evaluating learning outcomes through self-assessment or collaborative evaluation methods. Nevertheless, there are some limitations to using FC in the English language classroom: the willingness of teachers to apply learner-centered methods; the willingness of students to take responsibility for their learning; learners’ cognitive and metacognitive skills; the difficulty of the learning material meant for flipping (self-study), access to resources and technology. The results of this study can be used by researchers and practitioners working in the sectors of secondary and tertiary education.

Методические особенности преподавания работы в редакторе Figma в образовательных учреждениях

The article is devoted to the methodological features of teaching how to work in the Figma graphic editor in educational institutions. In the context of the rapid development of digital technologies and the growing demand for specialists proficient in modern interface design tools, Figma has become an essential component of design curricula. This graphic editor offers extensive opportunities for collaborative work, enabling students to work on projects in real-time, simplifying the process of creating and editing interfaces. The article analyzes the main advantages of using Figma in the educational process, including its accessibility, cross-platform capabilities, and integration with other design and prototyping applications. Special attention is given to pedagogical methods that are effective for teaching students, such as project-based learning, problem-based learning, and the flipped classroom approach. Various approaches to structuring the educational process are examined, including the separation of theoretical and practical lessons, the use of interactive technologies, and group projects to ensure maximum student engagement in the learning process. Furthermore, the article discusses the main challenges faced by educational institutions when integrating Figma, such as the need for teacher training, technical limitations, and the updating of educational materials. Recommendations are provided to overcome these challenges and successfully integrate Figma into the educational process, as well as perspectives on the future use of digital tools in education.

Exploration and Application of the Flipped Classroom Based on Outcome-Oriented Educational Principles in Vocational Nursing Practical Training

Purpose: To explore the practical effects of using the flipped classroom approach based on outcome-oriented educational concepts in nursing practical training at vocational colleges. Methods: From February 2023 to February 2024, a total of 62 nursing trainees from our school were sampled and randomly divided into a study group and a control group using a randomized controlled trial design, with 31 students in each group. The control group received conventional training, while the study group received practical training based on the outcome-oriented educational concept in flipped classrooms. Comparison was made between the two groups on assessment scores, teaching satisfaction, and self-directed learning ability ratings. Results: Statistical comparisons showed that the study group’s assessment scores, teaching satisfaction, and self-directed learning ability ratings were significantly higher than those of the control group (P < 0.05). Conclusion: The flipped classroom model based on outcome-oriented educational concepts in nursing practical training at vocational colleges can improve students’ assessment scores and self-directed learning abilities, and enhance teaching satisfaction, demonstrating potential for wider application and dissemination.

Digital storytelling: An educational approach for enhancing dyslexic children's writing skills, critical and cultural learning

AbstractThis paper reports an exploratory pilot study‐ which is part of a larger study‐ examining the impact of an innovative approach to enhancing the writing skills of primary school students with dyslexia, digital storytelling (DST), linked to critical and cultural learning. The study adopted a single‐subject design with a pre‐experimental approach (A‐B) to explore connections between the use of digital storytelling, and children's writing skills, as well as cultural and critical dimensions of learning. A socio‐cultural framework, drawing on Green's 3D model, and the Not‐So Simple View of Writing, informed the methodology adopted. A dual perspective aligning with the socio‐cultural theory was adopted, delving into both product and process of digital storytelling. The results revealed significant improvements in writing skills, cultural and critical behaviours, pre and post intervention, with large effect sizes, suggesting this may be a promising classroom approach to improve literacy and learning in children with dyslexia.

Improving 4C Skills Through the Application of Gamification-Based Interactive Evaluation Media Using Flipped Classroom Integrated Project Based Learning Model

This study sought to ascertain how well students' 4C skills were improved by utilizing gamification-based interactive evaluation materials in conjunction with a flipped classroom and project-based learning approach. Pre-experimental research with a quantitative approach and one sample class was the methodology employed in this study. Students enrolled in the Jambi University Chemistry Education Study Program's course on chemistry learning curriculum creation served as the study's samples. A questionnaire was used to collect data on the 4C competencies of the pupils. The normalcy of the variation in the students' 4C skills outcomes was examined. The data from the sample class is normally distributed and parametric tests can be performed if the significance value is higher than 0.05. In this study, one sample t-test was employed for hypothesis testing. To find out how well gamification-based interactive evaluation materials combined with a flipped classroom and project-based learning approach improve 4C abilities, hypothesis testing was done. The study's conclusion is that students' 4C skills can be effectively improved by implementing gamification-based interactive evaluation materials in conjunction with a flipped classroom and project-based learning approach.

Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom

In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; n = 3) to support secondary science PSTs (n = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.

Investigating the Impacts of Flipped Classroom Approach on Class Nine Students Learning of Thermal Energy

Investigating the Impacts of Flipped Classroom Approach on Class Nine Students Learning of Thermal Energy

Improving Vocational and Technical Education: Comparing Flipped and Traditional Classrooms’ Impact on Learning Performance in Management Courses

This essay examines the effectiveness of flipped classroom approaches in improving learning outcomes among first-year management students at Chinese vocational colleges. Using a quasi-experimental design, the study involved fifty classes with a total of 1,000 students, divided into experimental and control groups. The study aimed to evaluate how the flipped classroom model influences academic achievement, analytical, creative, and practical intelligence, as well as learning attitudes. It also investigated whether cognitive styles (visual vs. verbal orientation) moderated the relationship between teaching methods and learning outcomes. Results show that the flipped classroom significantly enhances cognitive learning achievements, analytical, creative, and practical intelligence, and fosters a more positive learning attitude compared to traditional methods. Notably, cognitive styles had a minimal impact on learning outcomes, suggesting that the benefits of flipped classrooms apply broadly across different learning preferences. This research enhances the understanding of effective pedagogical strategies in vocational education and underscores the flipped classroom’s potential to improve student learning experiences.

Challenges in Making Inclusive and Comprehensive Public Policy on Ethno-educational Processes

This article presents the results of intercultural processes stemming from challenges in making inclusive and comprehensive public policies on ethno-educational matters based on the current public policies in Latin American countries, particularly Colombia. This qualitative, ethnographic research examined the perceptions of Indigenous educators vis-à-vis (sustituir por: in face of) the contemporary public policies on aboriginal communities. In doing so, this study employed individual and focus-group interviews and drew on a descriptive, analytical design that also considered a systematic review of antecedents to such policies. The findings evidence that the realities of Indigenous classroom practices and approaches are distant from those of urban settings and the principles and norms established in Colombia’s legislation and other countries. Lastly, the study highlights the need for constructing public policies that benefit Indigenous communities in Latin America and Colombia.

Enhancing Geometry Achievement in Pre-Service Mathematics Teachers: The Impact of a Scaffolded Flipped Classroom Using a Learning Management System

This study investigates the effectiveness of a flipped classroom approach integrated with scaffolding through a Learning Management System (LMS) in enhancing the geometry achievement of pre-service mathematics teachers. The study utilized an experimental post-test-only control group design involving 63 randomly selected pre-service mathematics teachers. The experimental group received instruction through a flipped classroom model supplemented with scaffolding and LMS support, while the control group experienced traditional teaching methods enhanced by scaffolding and LMS. Quantitative data were collected via a geometry essay test and analyzed using descriptive and inferential statistics, including t-tests. The results revealed that the experimental group significantly outperformed the control group in geometry achievement. Additionally, qualitative data from thematic analysis of semi-structured interviews indicated that the flipped classroom approach fostered improved comprehension, peer interaction, and active discussion, despite challenges such as varying levels of motivation and scheduling conflicts. The scaffolding provided was found to be an effective strategy in clarifying complex topics and enhancing student success. This study underscores the potential of integrating a flipped classroom with scaffolding and LMS to improve geometry achievement and overall instructional quality.

A combination of case-based learning with flipped classroom improved performance of medical students in nephrology bedside teaching

BackgroundBedside teaching remains a challenging endeavor for clinical doctors and medical students, as the students often encounter difficulties in applying their knowledge to clinical situations. This study aims to evaluate the efficacy of combining case-based learning (CBL) with a flipped classroom (FC) approach in nephrology bedside teaching.MethodsA total of 92 medical students were enrolled in this study, including clerks and interns. The students were assigned into two groups. The CBL/FC group students received the combined teaching approach of CBL and FC (CBL/FC). Students who received the traditional lecture-based teaching (LBT) approach were treated as the control group. General knowledge tests, clinical case scenarios, and questionnaires were used to evaluate the teaching efficacy.ResultsNinety-two students were included in this study. Overall, 46 students were assigned to the CBL/FC group, while the other 46 students were assigned to the LBT group. The students in both groups showed comparable performance in the knowledge test. However, in clinical case scenarios, students in the CBL/FC group demonstrated superior performance compared to those in the LBT group. Additionally, the analysis of questionnaires revealed that the CBL/FC group students expressed more positive attitudes toward their proficiency in medical history taking, physical examination, medical record documentation, clinical reasoning, and consideration for patients’ welfare. Moreover, the students from the CBL/FC group regarded the CBL/FC teaching approach as an effective and satisfying method without increasing the learning burden.ConclusionThis study reveals that the CBL/FC combined teaching approach shows promise in nephrology education and provides an effective and alternative format for medical teaching.

Strategies and Tools for Teaching Music Learners about Citations

abstract: Formatting citations is a task faced by students across all disciplines and at all stages of their academic careers, and the wide variety of content types and formats used in music-related research means that this work can be especially complex for students in music classes. How can library staff teach music students about footnotes and bibliography entries without spending entire sessions pointing out the positions of commas and parentheses, thereby leaving limited time to discuss the relationship of citations to knowledge production? The authors introduce a range of methods for providing instruction on formatting citations, including the implementation of a flipped classroom approach, incorporating interactive tutorials, engaging students with in-class group activities, and providing course instructors with asynchronous learning tools like videos to link from a learning management system. By introducing students to the value of citing their sources and the process of citation creation, library staff can promote long-term retention of relevant concepts while using instruction time efficiently.

Impact of Flipped Classroom Approach on Academic Achievement of Postgraduate Students

This study examined to ascertain the effect of the flipped classroom model on the academic achievement of postgraduate students at Rajiv Gandhi University. A quasi-experimental design was used to compare the Flipped Classroom Group and the Conventional Classroom Group using pre-test and post-test measures. Students in the FCG covered instructional materials outside the class and involved themselves in active learning within the class, while those in the CCG attended traditional lecture-based instruction. The results revealed that the FCG was way ahead, with a post-test mean score of 78.45 as against 72.35 in the CCG. Besides, from the pre-test to the post-test scores, the FCG group improved more, and even after 15 days, their memory retention was better. The results showed that the flipped classroom approach not only improves immediate academic outcomes but substantiates long-term retention of information. It showcases the effectiveness of the flipped classroom model toward deeper learning and calls for its increased adoption in graduate education to rise a more engaging and long-lasting learning experience.

The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking

The "flipped classroom" approach has gained popularity in the field of education, especially in the post- Covid-19 era. The flipped classroom approach involves a variety of instructional activities that take place both inside and outside the classroom. Therefore, it is crucial to determine the most efficient way for organizing flipped classroom activities. As metacognitive thinking skills are one of the basic skills required for learning in the context of digital technologies, the current research aimed to investigate the impact of two type of flipped classroom activities, namely self-directed activities (SDA), and sequence task activities (STA), on metacognitive thinking skills. This investigation was conducted in recognition of the fundamental role that metacognitive thinking skills play in the process of learning within the realm of digital technologies. The research used a quasi-experimental methodology to conduct a comparative analysis of the two experimental groups. The first experimental group utilized a flipped classroom approach which is characterized by self-directed activities, whereas the second experimental group utilized a flipped classroom model centered on sequential tasks. The study sample included (60) high school students who were assigned to the two research groups using a random distribution method. A metacognitive thinking scale was devised, including three distinct dimensions: planning, monitoring, and assessment. The findings of the study demonstrated that flipped classrooms, which include self-directed activities, exhibit a higher level of efficacy in fostering the development of metacognitive thinking abilities. The study suggested the need of enhancing the structure of flipped classrooms based on the self-directed activities framework.

Learning Outcomes of Flipped Classroom on Community Health Nursing Course

ABSTRACT Purpose To improve the quality of community health nursing practice, the learning outcomes of nursing students in community health nursing courses must be enhanced. Although the flipped classroom is considered an effective innovative teaching strategy, evidence of its application in community health nursing courses is limited. Therefore, this study aimed to examine the effects of a flipped classroom approach on community nursing competence, academic performance, course engagement, and learning satisfaction for a community health nursing course. Design A quasi-experimental study design was adopted between September 2021 and January 2022. Methods Two classes of nursing students (n = 92) from a 2-year nursing program at a university in Taiwan were recruited. The classes were randomly assigned to the intervention group (n = 50) that attended a flipped classroom and the control group (n = 42) that received traditional lecture-based instruction. Findings Compared with the control group, the intervention group demonstrated significantly greater improvements in community nursing competence (p = .012) and significantly higher academic performance (p = .005). In addition, the course engagement and learning satisfaction of the two groups were high, but not significantly different. Conclusions A flipped classroom can be an important strategy to enhance community nursing competence and academic performance. Clinical Evidence The flipped classroom strategy can enhance community nursing competence of nursing students, which may improve the quality of population-based healthcare.

TEACHER MULTILINGUAL BELIEFS AND PRACTICES IN THE ENGLISH CLASSROOM: IMPLICATIONS FOR COURSE DEVELOPMENT

The CEFR and the Companion Volume to the CEFR (Council of Europe, 2001, 2020), as the main language policy documents in Europe, intend to improve the standard of language teaching, learning and assessment. These documents among other things proclaim students’ diverse linguistic repertoire as an asset in the language classroom. In this light, the promotion of multilingual education initiatives and enhancing students’ plurilingualism is an educational requirement. Teachers, language teachers included, are seen as agents of change who can foster multilingual approaches in their language classrooms (Krulatz et al., 2022). Although previous studies have found that many language teachers hold favourable views on multilingualism, they face challenges when implementing multilingual approaches in the (foreign) language classroom. Teachers’ beliefs on multilingualism in (foreign) language teaching and learning and how these impact their teaching practices have not been investigated in the Ukrainian education context, which has always been multilingual. The purpose of the article is to share and discuss the results of a quantitative study designed to investigate Ukrainian teacher beliefs in learning English and whether these beliefs are reflected in teaching practices. Data were collected using an online questionnaire administered to 73 English as a foreign language (EFL) teachers from 12 Ukrainian universities. The research questions were ascertained using descriptive statistics and Pearson correlation analysis. The collected insights helped to identify areas that require a more careful consideration in the multilingual education in Ukraine. The outcomes reveal complex and uneven relationships between teacher multilingual beliefs and the implementation of multilingual practices in EFL classrooms in Ukraine, with discrepancies in their perceptions and practices. The main finding suggests that the majority of Ukrainian language teachers have a favorable perception of multilingualism, yet they lack the required expertise and confidence to effectively build on their students' linguistic resources in teaching English. In addition, there are some critical gaps in teacher understanding of fundamental concerns about multilingualism. Suggestions will be made for a scenario-based approach to a teacher professional development course.

Applying Iterative Student Feedback across Flipped Classroom and Flexible Teaching Approaches: Impact on Veterinary Students' Learning Experience.

No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform-VetCloud-was developed to provide access to modularized programme content across courses to promote active, integrated learning. This study aimed to understand student perceptions regarding the enhancement of the student learning experience in a foundational course in gastrointestinal anatomy and physiology at The University of Queensland across two learning cycles, via applying iterative student feedback in transitioning a flipped classroom approach using VetCloud for the delivery of lecture content in 2022 to a flexible learning approach in 2023. By 2023, the use of VetCloud in the flexible learning approach improved students' work/study/life balance, reduced their stress levels, and enabled a more efficient use of their time when studying, compared to the flipped classroom approach in 2022. Surveying student perceptions was integral to maximizing their learning experience. Data clearly demonstrates that students will mix-and-match how they interact with available options provided via flexible delivery on an individualized basis. This teaching method offers veterinary educators an innovative and efficient approach to veterinary student education in anatomy and physiology while enhancing student well-being.

Evaluating a Virtual Flipped Classroom Approach to Nurse Practitioner Telehealth Competency Development.

Evidence supports the use of multi-modal approaches to develop nurse practitioner (NP) students' telehealth competency. A virtual flipped classroom approach that included eLearning, interactive webinars, and virtual standardized patient (SP) simulations was implemented and evaluated to teach NP students to use telehealth and other connected health technologies to improve care for underserved populations. Analysis of data from multiple-choice quizzes, surveys, and SP evaluations indicated students achieved high levels of knowledge, met the learning objectives, demonstrated above-average competency during telehealth simulations that improved over time, and were highly satisfied with the learning experiences. The educational benefits of a flipped classroom can be realized within a fully online learning experience. Future research should examine the effects of repeated simulation opportunities on telehealth competency development. [J Nurs Educ. 2024;63(8):546-551.].