Classroom Approach Research Articles

Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program

AbstractThis study investigated the feasibility and effectiveness of using a flipped classroom (FC) approach to combine self-regulated learning (SRL) instruction and out-of-class eLearning activities in a two-year reading intervention program to facilitate students’ learning of classical Chinese reading. A total of 352 junior secondary students from three Hong Kong secondary schools participated in the study voluntarily. Using a quasi-experimental design, students from each school were assigned to one of the following conditions: SRL instruction plus out-of-class eLearning (EG-I+E), SRL instruction only (EG-I), and control (CG). Both quantitative methods, including reading tests and student questionnaires, and qualitative methods, including teacher and student interviews, were adopted to collect data for the program evaluation. Findings indicate that after implementing the intervention program, EG students perceived significant changes in their classical Chinese lessons to be more SRL-oriented. While all treatment groups significantly improved their performance in the reading post-tests, only EG students significantly improved their strategy use, self-efficacy, and intrinsic motivation. Although both EG groups had similar improvements in all outcome measures, teachers and students of EG-I+E opined that the eLearning component of FC facilitated teachers’ implementation of the intervention and students’ strategy learning and motivation. Findings are discussed to shed light on applying SRL instruction and FC in a school subject long dominated by teacher-centered instruction.

A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments

BackgroundThe swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions.MethodsA comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students’ perceptions of both online and in-class TBL methodologies were also surveyed.ResultsBoth online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting.ConclusionsOnline TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.

The Effects of Teacher-Centered and Student-Centered Approaches in TOEIC Reading Instruction

Teacher-centered instruction is prevalent in preparation courses for large-scale standardized language tests. Student-centered instruction, while known to be effective in enhancing communicative competence, has been considered ineffective and time-consuming to implement in preparation courses for large-scale standardized language tests. To investigate this assumption, a quasi-experimental study was conducted to investigate the effectiveness of two teaching approaches— teacher-centered and Jigsaw—on students’ Test of English for International Communication (TOEIC) Reading Comprehension Part Seven scores. The results showed that both groups experienced significant improvements from the pre-test to the post-test in their overall performance; however, there was no statistically significant difference between them. Furthermore, students in the Jigsaw group showed statistically significant improvements in all three passage types (single, double, and triple), while students in the teacher-centered group showed insignificant improvement in one of the three passage types (single passages). These findings suggest that both teaching approaches can effectively improve students’ TOEIC Reading Comprehension scores. The study adds to the body of research on teaching approaches in EFL TOEIC Reading Comprehension university classrooms. The findings suggest that teacher-centered and student-centered approaches can effectively improve students’ TOEIC Reading Comprehension scores.

EFL Teacher's Perceptions of Using Flipped Classrooms in Language Teaching for Higher Education

The Flipped Classroom in higher education language teaching through the eyes of EFL teachers. The advent of technology in education has led to a change in the way conventional ways of pedagogy have been taught, thus raising questions. The study uses qualitative methods including in-depth interviews, focus group discussions, and reflective narratives, to address different aspects of EFL teachers’ experiences of the flipped classroom approach. Educators are also sampled from different institutions, of different levels of experience, and also with various cultures. The results highlight that EFL instructors’ views and experiences are more contextual. The approach is analyzed with the aim of demonstrating the impact of the approach on the teacher-student relationship, student involvement, as well as the student’s overall experience. In addition, it looks into the implementation issues, showing a way of how an organization or a class may cope with a new teaching philosophy. It also brings out emerging themes such as learner autonomy, technology integration, and a new definition for teachers’ roles in a Flipped Classroom structure. It further examines the cognitive shifts in EFL teachers and the modifications in their teaching methods, evaluation methods, and bespoke learning resources over time. In addition, professional development for teachers and language education programs needs additional support and materials to help them through the complex linguistic environment. The study adds to the literature on innovations in EFL settings, giving policymakers and curriculum developers a basis for improving teaching practice. A detailed examination of the relationship between EFL teachers and the Flipped Classroom model in higher education language teaching is presented in this research. It contributes significantly to the ongoing discussion about the best practices for language education in the digital era by untangling the strands of perceptions, challenges, and adaptations.

Perception of Engineering Students on Social Constructivist Learning Approach in Classroom

The social constructivist approach to teaching and learning has garnered significant interest among educators and researchers. However, further investigation into its implementation and effectiveness in the classroom is still needed. This study aims to investigate engineering students’ perceptions of social constructivist practices in their technology classes, using the constructivist learning environment survey (CLES) as its framework. A mixed-methods approach combining quantitative and qualitative methods was used, which included online surveys and semi-structured interviews. Analysis of data from 300 responses showed that constructivism was partially implemented in the classroom. Specifically, student negotiation emerged as the most frequently perceived dimension, while shared control was perceived as seldom occurring. Most items on the personal relevance scale were frequently perceived, highlighting the importance of integrating technology learning into students’ daily lives. Similarly, the uncertainty of technology was found to be a common experience for students. In contrast, the dimension of critical voice received mixed results, emphasizing the necessity of a learning environment that fosters student expression and meaningful discussions. These findings suggest the necessity for additional investigation and integration of social constructivist practices that emphasize the enhancement of student engagement, promotion of critical thinking, and redistribution of power within the classroom setting.

Does the flipped classroom improve undergraduate students’ attitudes towards econometrics?

ABSTRACT Understanding students’ attitudes towards a subject is crucial for optimising their learning experiences. Exploring the impact of different teaching methods on these attitudes remains an underexplored yet vital aspect. This study delves into the effects of the flipped classroom model on students’ attitudes towards Econometrics. The research focuses on a sample of undergraduate students majoring in Economics and Economics and Tourism, all enrolled in an Econometrics course. It compares traditional teaching methods with the flipped classroom approach. This study investigates the influencing variables on attitudinal dimensions, emphasising the impact of attending a flipped course. The results reveal a significant positive impact of the flipped classroom on most attitudinal dimensions, except for the Effort dimension. The findings suggest that the flipped classroom enhances students’ perception of their capability to learn econometrics.

Transforming Education: Enhancing Student Performance and Satisfaction through the Flipped Classroom Method

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students’ opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students’ opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P<0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.

The impact of flipped classroom design on an advanced auditing and assurance class in Ghana

ABSTRACT The study quantitatively explores the differential impact of a Flipped Classroom approach (FC) on specified learning outcomes in an Advanced Auditing and Assurance class for a one-year master’s in accounting Programme. It uses a dataset from a Ghanaian university to compare a flipped-classroom approach to a traditional teaching approach. The findings suggest that FC comparatively reduces pre-exam anxiety, improves student’s exam scores, and enhances knowledge retention. This study is among a few that explore the impact of FC on Accounting courses in a cultural setting that comparatively adapts slowly to change, and it improves our understanding of different teaching and learning approaches in different contextual, cultural, and geographical settings.

Integrating the anthropological theory of didactics in multivariate calculus education: Challenges, pedagogical shifts, and innovative activities

The anthropological theory of didactics (ATD) provides a lens to view mathematics education by placing mathematical practices within socio-cultural and historical contexts. The significance of institutions, in what regards with educational establishments, societal structures, cultural norms, and historical contexts, influences the perception and practice of mathematics in both students and teachers. This perspective is relevant for understanding the complexities of teaching multivariate calculus. Traditional approaches to this subject have been lecture-based, but with the evolution of educational paradigms, active pedagogies have emerged as vital. These include among others inquiry-based learning, collaborative learning, the flipped classroom approach, technology-enhanced active learning, and project-based learning. The challenges students face in multivariate calculus range from conceptual complexities to visualization challenges and over-reliance on memorization. In this work, we propose a holistic approach for defining class activities in multivariate calculus with emphasis in integrating visualization techniques, real-world applications, collaborative activities, and feedback mechanisms. Accordingly, four class activities, grounded in the principles of ATD and tailored to address challenges in multivariate calculus, are proposed. These activities aim to foster significant understanding, relevance, and engagement in students.

FSLSM-Based Analysis of Student Performance Information in a Blended Learning Course Using Moodle LMS

Abstract Over the past decades, blended learning using a flipped classroom approach has become an increasingly important part of global learning development and has gradually revolutionized educational environments. However, in the online part, individual differences of learners are often not considered and treated in an equipollent way, neglecting their needs and personal characteristics, which results in a poor quality of the learning service. Thus the need to improve both the content of e-learning systems and their adaptability requires a careful examination of the direct behavior of students in distance learning platforms. Our study is based on a dataset from the FOAD_FSBM e-learning platform involved in the learning of Moroccan university students. This work is motivated by the fact that professors seek to better understand students’ learning styles, which are founded on the Felder and Silverman Learning Style Model (FSLSM) so that they can offer them adaptive and personalized courses. In this article, we first describe the basic environment of this study and the reasons that led us to choose the Moodle e-learning platform. We also present the format of the courses created to conduct our experiments, and its advantage in e-learning. Then, we highlight the development tools that we used to conduct our studies. Finally, we present the results of our statistical analyses in relation to the performance of the students.

Impact of flipped classroom on EFL learners’ self- regulated learning and higher-order thinking skills during the Covid19 pandemic

The advent of innovative online tools has ushered in new possibilities for enhancing the quality of language learning. This study delved into the influence of the flipped classroom approach on augmenting the cognitive and meta-cognitive competence of EFL learners. Two distinct participant groups were enlisted for the study's sequential phases, necessitating varying sample sizes to compare the effects of the flipped classroom against traditional instructional modes on the improvement of EFL learners' self-regulated learning strategies and higher-order thinking. Homogeneous groups of language learners were essential for addressing the research inquiries, and participants were selected from two private language institutes in Arak, Iran. Multiple data sources, including a language proficiency test, the Self-Regulation Questionnaire, a flipped classroom attitude questionnaire, and the Higher-Order Thinking Skills Test, were employed to gather the necessary data. The results demonstrated a significant impact of flipped classrooms on learners' utilization of cognitive self-regulated learning strategies, indicating that the flipped classroom approach fosters students' development as self-directed learners. Concerning the influence of the flipped classroom on enhancing EFL learners' higher-order thinking skills, it was deduced that the flipped classroom significantly affected the learners' engagement in evaluating, analyzing, and creating. The implications of these findings underscore the potential of the flipped classroom approach to positively shape EFL learners' self-regulated learning and higher-order thinking skills, advocating for its incorporation into language education practices.

Examining Student Perceptions of Engagement and Learning in a Flipped Introductory Agricultural Mechanics Course

Active, student-centered approaches to teaching and learning in university classrooms have been given greater focus in recent years. Consequently, the use of flipped classrooms in American universities has proliferated considerably. Evidence suggests that flipped classrooms have been successfully employed in agricultural coursework, such as university-level agricultural mechanics courses. Theoretically underpinned by Murillo-Zamorano et al.’s (2019) Flipped Classroom in Higher Education model, the purpose of our study was to determine students’ perceptions of their engagement and learning in a flipped introductory-level agricultural mechanics course taught at Illinois State University. We used a valid and reliable electronic instrument to collect data from 61 undergraduate students over the course of four semesters. Our findings indicate that using a flipped classroom design to deliver an introductory-level agricultural mechanics course is a worthy endeavor that can positively impact students’ course experience. We are seeing similar results each semester, which suggest that our students prefer this teaching style over a traditional lecture style. The lead author intends to continue teaching the AGR 130: Introduction to Agricultural Engineering Technology course with a flipped classroom design for the foreseeable future. Our recommendations include: (1) instructors of introductory-level agricultural mechanics courses consider using a flipped classroom approach and (2) replicating our study to further examine this topic.

Exploring the Reform of Flipped Classroom Teaching Based on SPOC

This study, centered around the "ARM Embedded System Architecture" course, compares traditional teaching methods with the practical effects of a flipped classroom approach based on Small Private Online Courses (SPOC). The analysis of the current teaching situation reveals shortcomings in traditional lecture-based teaching methods concerning student engagement and effectiveness. Therefore, this research focuses on implementing a hybrid teaching model based on SPOC for flipped classrooms, using the Learning APP as a platform. Through comparative experiments between the experimental and control groups, the study collects data on students' learning status, knowledge mastery, and assignment performance. The use of the Learning APP extensively records students' learning trajectories. The results indicate that the SPOC-based flipped classroom model exhibits significant advantages in enhancing student engagement, deepening knowledge internalization, and promoting practical application. This research provides empirical support for the promotion of digitalization and innovative teaching models in higher education, offering insights into the construction of a more flexible and effective educational system.

Using music reviews in the intermediate L2 German classroom: An exploratory lesson in genre‐based writing

AbstractThis article presents an exploratory genre‐based writing lesson conducted in a third‐year collegiate German language course. While genre‐based approaches to writing have gained recognition in second language (L2) contexts, little attention has been given to learner perceptions of genre‐based writing activities. Additionally, there is a lack of pedagogical strategies and materials for intermediate‐level German language classes. This article addresses these gaps by introducing a lesson on consumer music reviews designed following genre‐based pedagogical principles, the flipped classroom approach, and the use of language corpora. The lesson, consisting of two 75‐min class periods, aimed at familiarizing students with the structure and style of consumer music reviews, culminating in the writing of their own reviews. Using authentic texts and incorporating the Digitales Wörterbuch der deutschen Sprache corpus tool for vocabulary building, students engaged with contemporary German‐language music. Data from student surveys indicated positive perceptions of the lesson, particularly regarding vocabulary acquisition, lesson structure, and topic relevance. Students also found the corpus tool beneficial for contextual understanding and word usage. This exploratory lesson highlights the potential of genre‐based writing pedagogy, the flipped classroom model, and corpus tools for L2 writing development and contributes to the growing body of literature on genre‐based writing in L2 classrooms.

Creating a Class Plan to Strengthen Marital Relationships During Pregnancy in Japan

BackgroundChild-rearing support programs in Japan have focused on supporting families (especially mothers) after their children are born. Maternal and child healthcare services during pregnancy mainly target mothers and their children. Although programs for fathers (such as parent–teacher classes) are gradually being implemented, support for fathers will become more important in the future.ObjectivesWe reviewed studies conducted in Japan on support for fathers during pregnancy (especially those focusing on the content of classes) and examined the content and methods of classroom approaches for fathers. Then, the content of the exercises related to the Becoming Parents Program was examined. The BPP, which was developed in Washington D.C., is an experiential program that focuses on strengthening the couple’s partnership, particularly in the transition to fatherhood. Focusing on the father–partner relationship itself, this study aimed to examine the kind of support methods and content would be best for planning a class during pregnancy in Japan and developing a class plan.MethodsWe searched the nursing literature for studies on classes or classes for expectant fathers that included educational content on fathers during pregnancy. Thirteen domestic studies were included in the literature review. Next, 16 exercises from the BPP book were analyzed for content.ResultsExpectant fathers sought specific information on support for their spouses. The 16 exercises in the BPP book entitled “The Speaker-Listener Technique and Problem Solving” were found to be fundamental skills. A proposed class for expectant parents incorporating the basics of BPP was designed.ConclusionsAlthough there are differences in social backgrounds, cultures, and family backgrounds between Japan and other countries, we believe that the basic skills can be commonly used. In Japan, it is necessary to consider holding classes for parents to strengthen their marital relationship during pregnancy.

Examining the influence of a flipped classroom approach on the grammar performance of EFL learners: An empirical investigation

The purpose of this study was to examine the efficiency of a flipped classroom approach to enhance grammar skills among undergraduate English as a foreign language (EFL) student. The research was conducted at Qassim University in Saudi Arabia, with a sample of 44 participants from the Department of English Language and Translation. The participants were divided into two groups, experimental and control, with each group consisting of 22 students. The experimental group received 12 weeks of instruction using online video lectures and materials for learning English grammar, while the control group received traditional classroom instruction. The experimental group also engaged in activities such as presentations, role plays, and discussions during class time. Data was collected through a pre-test, a post-test, and an attitudinal questionnaire administered to the experimental group at the end of the study. The results of the post-test indicated that the experimental group performed significantly better than the control group (p < 0.05). Additionally, the questionnaire results revealed that the students had positive attitudes towards the flipped approach and found it to be engaging and effective. These findings suggest that the flipped classroom approach could be implemented for other language skills and sub-skills to enhance the learning experience of EFL students.

Vietnamese EFL teachers’ approach in employment of Communicative Language Teaching (CLT) via synchronous online learning

With the advent of technology-enhanced learning, research emphasizes the pivotal role of teachers’ beliefs in shaping their implementation of Communicative Language Teaching (CLT), whether in traditional or virtual classroom. Nevertheless, little investigation has been conducted concerning Vietnamese EFL teachers' beliefs, especially those working in language centres and private teaching, with regards to CLT and their implementation of this approach in online contexts. This research aims to explore the universal beliefs towards CLT among Vietnamese teachers as well as their methods to apply the approach into their virtual classrooms. A mixed-methods approach, with a combination of an online questionnaire and semi-structured interviews, was adopted to generate both generalised and in-depth data from Vietnamese EFL teachers. Findings showed that Vietnamese teachers have positive beliefs towards the principles and characteristics of CLT despite certain misconceptions regarding the importance of teaching grammar and a preference for teaching speaking skills. Moreover, they demonstrated a noticeable dedication as they apply certain teaching strategies and activities associated with CLT during their virtual classes. Accordingly, the research revealed a strong link and alignment between teachers' beliefs and their implementation of the approach in virtual classrooms. The research also highlighted the relevant obstacles faced by Vietnamese teachers when adopting CLT online and potential solutions to these problems.

The Impact of Task-Based Approach through Interdisciplinary Learning for Fostering Employability Skills among Technical Students

With the increasing need for a workforce with diverse skill sets, educational institutions face the challenge of inventing teaching techniques that transcend disciplinary limits and foster crucial skills for career success. Task-Based Approach employs in creating and executing educational activities that revolve around real-world tasks, promoting a dynamic learning atmosphere. In contrast, Interdisciplinary Learning places emphasis on merging various disciplines to tackle challenges and find solutions. This study investigates the efficacy of using a Task-Based Approach (TBA) within an interdisciplinary classroom to foster the employability skills of students. This study also adds to the current discussion about teaching methods that ready students for prosperous careers in a professional environment that is more interconnected and complex. This research adopts a quantitative approach, where an online questionnaire distributed via Google Forms to assess the effectiveness of the Task-Based Approach in an Interdisciplinary classroom. The study examines a sample size of 760 technical students from selected colleges in Madhya Pradesh. The statistical technique employed for analysis is Multiple Linear Regression in the SPSS software version 2023, enabling the exploration of correlations and variations among independent and dependent variables. Overall, this study underscores the significance of implementing Task-Based methodology through an Interdisciplinary learning in nurturing employability skills among technical students, thereby making a meaningful contribution to their personal and professional success.

A Proposed Flipped Project-Based Flipped Classroom for Teaching in College Large Classes

The adoption of the flipped classroom in the lower grades of the university encounters several practical challenges within the context of the new engineering education objective. These challenges include the considerable student population, student reticence, and the facilitation of high-order cognitive skills. This study proposes a flipped project design mode and teaching activity design framework that addresses the practical challenges faced by the flipped classroom. Transforming the existing class discussion project into a student-led class project that possesses the capacity for generation, expansion, and exhibits a robust cross-disciplinary, creative, and dynamic nature. The enhancement of student involvement and participation can be greatly achieved through collaborative efforts between teachers and students. Four teaching interactions encompassing co-planning by the teacher and students, interaction between students within the group, interaction between students between groups and communication between the teacher and students are organically cross-integrated, resulting in the implementation of student-centered flipped classroom teaching through a dynamic competitive approach. The studies show that the flipped classroom approach, as implemented by the flipped project, helps actively engaged students develop high-order cognitive skills and improve learning efficiency. This educational strategy can motivate and inform passive learners to enhance refactoring skills, create a multi-dimensional knowledge tree system, and improve learning efficiency.

ENHANCING EFL GRAMMAR PROFICIENCY THROUGH FLIPPED CLASSROOM TECHNIQUES: A STUDY AT ARRASS COLLEGE OF TECHNOLOGY

This study examines the effectiveness of implementing flipped classroom techniques to enhance the grammar proficiency of EFL (English as a foreign language) students. The research involved 80 students enrolled at Arrass College of Technology in Arrass, Saudi Arabia. The flipped classroom methodology consisted of students accessing grammar lectures and instructional materials online prior to attending face-to-face class sessions. During these sessions, students engaged in interactive activities and discussions aimed at reinforcing their learning. Data was collected through pre- and post-tests to evaluate the impact of the flipped classroom model on students' grammar skills. The findings of the study revealed a significant improvement in students' grammar proficiency following the implementation of the flipped classroom approach. This suggests that the flipped classroom model holds promise as an effective instructional strategy in language education. The results underscore the potential of flipped learning to enhance language-learning outcomes and create dynamic learning environments conducive to students' linguistic development.