Classroom Group Research Articles

An outcomes-based module education via flipped classroom enhances undergraduate oral histopathology learning

IntroductionOral histopathology is a bridge course connecting oral basic medicine and clinical dentistry. However, the application of outcomes-based education via flipped classroom (FC) in oral histopathology has not been well explored. This study has assessed the efficacy of outcomes-based education via FC in undergraduate oral histopathology module learning in Nanjing Medical University of China.Materials and methodsA total of 214 third-year students were enrolled and assigned to the FC group of the batch 2022-23 (n = 110) and the traditional classroom (TC) group of the batch 2021-22 (n = 104) to participate the oral histopathology sessions respectively in the study. The FC group were required to preview the online course materials pre-class, followed by in-class quizz, in-class interactive group discussion, and slides microscopic observation. The outcomes-based formative and summative assessments for FC were designed. The TC group attended traditional laboratory class for the same glass slides microscopic observation. In addition, a questionnaire was performed to investigate the satisfaction of learning. Along with this, the performances of FC group in written theory tests and oral histopathology slide tests were compared with TC group.ResultsStudents in the FC group gained significantly final higher scores of the course than those in the TC group (score: 83.79 ± 11 vs. 76.73 ± 10.93, P<0.0001). Data from the student questionnaires indicated a preference for outcomes-based module education via FC. In the questionnaires, most students considered outcomes-based module education via FC to be beneficial to learning motivation, knowledge comprehension, critical thinking and teamwork. FC group had a higher level of satisfaction with oral histopathology teaching than TC group (satisfaction score: 4.599 ± 0.1027 vs. 4.423 ± 0.01366, P<0.01).ConclusionAn outcomes-based module education via FC has a promising effect on undergraduate oral histopathology education.

The application of flipped classroom combined with team-based learning in the orthopedic clinical teaching.

Medical education has evolved rapidly, with the development of flipped classrooms and team-based learning based on lecture-based learning, but the novel model of combining flipped classrooms with team-based learning has been poorly investigated in orthopedic education. A femoral neck fracture teaching mode was chosen to 109 clinical internship students to explore the effectiveness of flipped classroom combined with team-based learning in internship education. They were enrolled and randomly divided into either the flipped classroom combined with team-based learning group (FTG, n = 55) or the traditional lecture-based classroom group (n = 54). All students completed the learning according to the course flow and took before-class and after-class tests. The questionnaires were used to compare students perceptions and satisfaction with the different teaching methods and were utilized to assess the strengths and weaknesses of the 2 groups. The post-class test scores of both groups significantly improved compared to pre-class test scores. Regarding the post-class test scores, FTG's was significantly higher than the traditional lecture-based classroom group's, mainly in clinical areas such as imaging analysis, fracture classification, treatment options, and management of postoperative complications, but there was no significant difference in the mastery of basic theoretical knowledge. The students were more satisfied with the FTG and believed that it improved their various competencies, but with significantly more time spent. FTG is generally recognized as a promising option for training clinical interns and is worth spreading as it has outstanding merits in developing students clinical competence.

Benefits and thermal limits of CO2-driven signaled windows opening in schools: an in-depth data-driven analysis

In the post-pandemic era, Signaled Manual Airing (SMA, i.e. windows opening driven by alarms and real-time IAQ measurements) is still expected to play a role in schools, either independently or in support of mechanical ventilation (MV) systems, as a cost-effective solution to meet more stringent regulatory requirements for indoor CO2 levels. The present study in-depth evaluates the impact of SMA on improved levels of CO2 but also its thermal downside in winter via a dedicated IoT-IAQ monitoring platform equipped with fully tuneable multi-threshold alarm schemes. An aged middle-school building, representative of a large amount of old existing school buildings in Italy (and Europe) and a Northern Italy location, were selected to investigate cold and high humidity winter conditions as the most critical for SMA. The mean indoor CO2 difference with reference classrooms without alarms ranged from 20% to an impressive nearly 70% reduction. We demonstrate a clear dependence on signalling mode and level of system usage learning. The best results were in fact attained with acoustically enhanced signalling (acu-SMA). As a downside effect, operating SMA at even moderately cold latitudes caused also thermal discomfort during the coldest days, with worsened response to the alarms. The observed mean CO2 levels maintained by classroom groups appear to be correlated with the average indoor temperature and its inverse product [CO2*Tindoor]-1 to a cumulative fatigue function with memory effect, referred as “thermal behavioural fatigue“. Bounds of generalization, further developments towards hybrid ventilation solutions and most suitable Italian regions for operating SMA in schools are finally discussed.

Problem-based learning method in the context of a flipped classroom: Outcomes on pain management course acquisition

Introduction: A deep understanding of physiology, physiopathology, pharmacology, and the management of pain is crucial for nurse anaesthetists to ensure the well-being of their patients. Thus, the teaching strategies should enhance the transition from acquiring the fundamental pain phenomena, to developing translational and critical thinking. The aim of the study is to determine if the flipped classroom that is considered an active learning approach is most effective compared to the traditional method in teaching pain management and if it improves students' academic performance. Methods: This study was quasi experimental, at a higher institute of nursing professions, among third-year anaesthesia resuscitation nursing students. participants were randomly allocated into either: the flipped classroom group where PBL was used (FG, n = 19), or the traditional lecture-based classroom group (TG, n = 19). The results and impact of the above approach were appreciated via the analysis of the summative assessment of the class group and from the questionnaire submitted to students. Results: The present study revealed that in the midterm exam, the mean score of the flipped classroom group (14.0) which is significantly higher (p&lt;0.01) than the traditional lecture group (11.9). Moreover, the standard deviation of this latter is slightly higher (2.41) which indicates scores far from the average. Also, a significant difference between the averages of the two approaches in favor of flipped classroom Group was revealed (p&lt;0.01). Conclusion: The assessment of student’s grades and their appreciation of both teaching approaches showed a preference for the PBL. Keywords: Flipped Classroom, Nursing Education, Pain Management, Problem-Based Learning

Evaluation on a teaching software for removable partial denture framework design.

Removable partial dentures (RPDs) are widely used as a dental prosthesis and have a wide application scope. To explore the effect of using design software in the preclinical teaching of removable partial dentures (RPDs). Unreal Engine software was used to build the RPD framework design teaching and training software. All 131 undergraduate students majoring in stomatology in the class of 2018, Kunming Medical University, were randomly divided into three groups and received either traditional experiment teaching, flipped classroom teaching, or software teaching for RPD design. The application effect of the software in the preclinical teaching of RPD design was evaluated by analyzing the examination results and through the use of a questionnaire survey. The differences in the theoretical examination scores among the traditional teaching group, the flipped classroom group, and the software teaching group were not statistically significant (P> 0.05), while the average design scores of upper Kennedy Class I and lower Kennedy Class II subclass II in the software teaching group were significantly higher than those in the traditional teaching group (P< 0.05). Overall, 75% of the students in the software teaching group reported that this teaching method could improve their learning initiative, a higher percentage than in the traditional teaching group (55.8%, P< 0.05). Meanwhile, 90.9% of the students in the software teaching group reported that the software could make RPD-related theoretical knowledge more visual and intuitive, and 93.2% of these students felt it was helpful for understanding the RPD three-dimensional (3D) spatial structure. These percentages were higher than those in the traditional teaching and flipped classroom groups (P< 0.05). In the preclinical teaching of RPD design, software training helped the students better understand the 3D structure of RPDs and establish clear design ideas, and it may also be valuable for in-depth research and promotion purposes.

Breaking in the black box of pedagogical authority. Combined analysis of video and think-aloud protocols

This study examines how ten novice teachers take into account the characteristics of a classroom group while exercising pedagogical authority in teaching-learning situations involving 24 class groups located in nine High Schools in Switzerland. Based on think-aloud protocols produced during 2019 and expressing teachers’ professional experience, we examine interactions within the classroom in authority situations. Within an overall complexity of interactions, we found that teachers frequently use double addressing (imposed or chosen) revealing a wide array of strategies. By making them explicit, we contribute to the understanding of pedagogical authority and open the way to further co-designed teacher education.

An experience-sampling study of between- and within-individual predictors of emotional engagement in blended learning

As emotional experience is a crucial factor influencing students' learning and performance, it is important to understand what influences their emotional engagement in blended learning. In this study, pretest, posttest, and experience sampling methods were used to capture longitudinal data from 61 preservice teachers from two classes at a university in central China. Hierarchical linear modeling techniques were employed to investigate how distal course-level academic motivation, proximal appraisals, and activity types affected emotional engagement. We found: (1) positive emotional engagement in classroom lectures was higher than that in online micro-lectures, while negative emotional engagement in classroom group discussions was higher than that in online group discussions; (2) proximal situational interest and perceived skill had a strong positive influence on positive emotional engagement and a strong negative influence on negative emotions; and (3) distal autonomous motivations positively predicted positive emotional engagement, while controlled motivations positively predicted negative emotional engagement.Educational Relevance and Implications Statement.In this study, the results of hierarchical linear modeling indicated that situational interest and perceived skill positively predicted positive emotional engagement and negatively predicted negative emotional engagement. The distal course-level autonomous motivation positively predicted positive emotional engagement during subsequent learning activities, while distal course-level controlled motivation positively predicted negative emotional engagement. The results also showed that course-level academic motivation and cognitive appraisals of the activity were more important than the mode and type of learning activities for emotional engagement. In practice, to improve students' emotional experiences in blended learning contexts, instructors should enhance students' autonomous motivation, perceived control and value of learning activities in blended learning contexts.

Integration of E-Portfolio into an Iranian Flipped Classroom: Does the Flip Type Make a Difference in Listening Comprehension?

The present study aimed to investigate the effects of a flipped learning model on English as Foreign Language (EFL) learners’ L2 listening comprehension. E-portfolio writing was treated as the pre-class activity in the flipped classroom. To this end, 36 intermediate students from an English institute were chosen based on an Oxford Quick Placement Test (OQPT) and they were assigned to a flipped classroom (experimental group) and a traditional classroom (control group). After running a pretest of listening comprehension, the listening materials were presented to the participants in the flipped classroom through WhatsApp. In contrast, the participants in the control group received the same listening materials inside the class. Socrative was selected as the online platform to assess the experimental group participants. After ten sessions, to elicit data, a post-test on listening comprehension was administered to the participants in both groups to measure their listening comprehension. The independent samples t-test revealed significant differences in learning listening comprehension between both groups in favor of the experimental group. In fact, participants in the flipped classroom group outperformed the control group. Additional research is needed to generalize the findings of this approach across different contexts.

Integration of E-Portfolio into an Iranian Flipped Classroom: Does the Flip Type Make a Difference in Listening Comprehension?

The present study aimed to investigate the effects of a flipped learning model on English as Foreign Language (EFL) learners’ L2 listening comprehension. E-portfolio writing was treated as the pre-class activity in the flipped classroom. To this end, 36 intermediate students from an English institute were chosen based on an Oxford Quick Placement Test (OQPT) and they were assigned to a flipped classroom (experimental group) and a traditional classroom (control group). After running a pretest of listening comprehension, the listening materials were presented to the participants in the flipped classroom through WhatsApp. In contrast, the participants in the control group received the same listening materials inside the class. Socrative was selected as the online platform to assess the experimental group participants. After ten sessions, to elicit data, a post-test on listening comprehension was administered to the participants in both groups to measure their listening comprehension. The independent samples t-test revealed significant differences in learning listening comprehension between both groups in favor of the experimental group. In fact, participants in the flipped classroom group outperformed the control group. Additional research is needed to generalize the findings of this approach across different contexts.

A comparative study of students’ performance in flipped classroom and structured interactive session teaching learning method in Conservative Dentistry and Endodontics

Introduction: Flipped classroom is an element of blended learning, integrating both face-to-face learning in the class through group discussion and distance learning outside the class by watching video lessons and online collaboration. The objective of the study was to introduce and assess the effectiveness of flipped classroom in teaching and learning of Conservative Dentistry and Endodontics and to understand the perspective of students about the same. Methods: Third year undergraduate dental students were randomly divided into two groups: structured interactive session group and flipped classroom group. Structured interactive session group had their class taken in the traditional manner while the flipped classroom group was given power point presentation and videos beforehand so that students came to class being prepared. The in class time was utilized for group discussions and peer exercises. Same set of questions including multiple choice questions (MCQs) and problem based questions (PBQs) validated by the faculties involved in the research was used for assessment. A questionnaire was then provided to students regarding their perception of flipped classroom method. Results: Among the 41 students, 19 students were in structured interactive session group and 22 were in flipped classroom group. The mean MCQ and PBQ score in structured interactive session group was 69.47 and 59.39 respectively whereas it was 73.17 and 66.55 respectively in flipped classroom group. Conclusions: The performance of flipped classroom group was better in both MCQs and PBQs. Students preferred flipped classroom method and were ready to accept it as their teaching learning modality.

Effectiveness of the flipped classroom methodology on the learning of evidence-based practice of nursing students: Quasi-experimental design

BackgroundInternational organizations recognize the importance of evidence-based practice (EBP) for nurses. The objective of teaching EBP in the Nursing degree is to train future nurses on this subject. Different teaching models exist for this, from less active traditional models to more active ones such as the flipped classroom. ObjectiveTo compare the degree of EBP competence of undergraduate nursing students after an EBP course, through the application of a traditional methodology versus a flipped classroom methodology. DesignQuasi-experimental study of non-equivalent groups. SettingThe study was composed by a group of students who received training on EBP with the traditional model (face-to-face), and another intervention group with whom the flipped classroom model was utilized, using the online teaching platform EBP-eToolkit. ParticipantsThe study was conducted with 4th-year Nursing degree students enrolled in the course evidence-based practice, in academic years 2019/20 and 2021/2022. MethodsBefore and after the course, the students completed a questionnaire about EBP competence (EBP-COQ), and an objective test was given at the end of the year. ResultsA sample of 152 students in the face-to-face group (control), and 143 students in the flipped classroom group (intervention) participated. The intervention group significantly improved its competence on attitude (p = 0.01, η2 = 0.022), skills (p = 0.019, η2 = 0.018), and global competence in EBP (p = 0.003, η2 = 0.030), with respect to those who were taught using the traditional method. However, there were no significant differences in the impact on knowledge, neither through the self-report dimension of the EBP-COQ (p = 0.188) nor the final test score, control group 6.89 (SD: 1.35) and flipped classroom group 7.12 (SD: 1.53) (p = 0.206). ConclusionsThe flipped classroom model is adequate for the teaching of EBP to undergraduate nursing students. It produced a slight increase in attitude, as well as in skills and global competence in EBP. Nevertheless, this increase was not significantly different from face-to-face learning in terms of impact on EBP knowledge.

“Conversation is everything”: How teachers and students create environments where open discussion can thrive

ABSTRACT This article draws on qualitative case studies of student-centered classroom activities to consider how pedagogy and classroom climate interact with students’ emotional experiences in the classroom. Findings suggest that teachers’ beliefs about the purpose of classroom discussion influence their attendance to students’ emotions in a way that affects levels of safety, trust, and respect within the classroom, which affects students’ willingness to participate in class. These case studies provide examples of what open classroom environments look like in liberal, social constructivist settings and what happens when teachers attempt to incorporate more radical pedagogies. They also demonstrate the challenges that might make it difficult to maintain an open climate in light of the complex and dynamic relationships students have with one another, with their teacher, and with their social role in the classroom group.

Investigating the Effectiveness of Using Structured and Unstructured Google Classroom on Grammar Learning Among Omani EFL Post-Basic Learners, and Perceived Benefits and Challenges

This study investigated the effectiveness of Google Classroom as a tool to improve grammar acquisition of Omani EFL learners. It analyzed students’ responses to structured and unstructured Google Classroom frameworks, to examine how each framework impacts performance. Perceptions concerning the use of Google Classroom, and the challenges encountered when using the platform were also identified. The sample of the study included two groups (structured (61) and unstructured (54), n= 115) from grade 11 students from one of the schools in Muscat Governorate in the academic year 2020-2021. Two instruments were used to collect data: a grammar achievement test (pre- post-test) and a questionnaire. The results of the study revealed a statistically significant improvement in students’ grammar performance, in favor of the structured Google Classroom group. All students were highly positive about using Google Classroom, finding it useful, enjoyable and easy. In the light of these findings, implications and recommendations are provided.

The Influence of Sustainability on Identities and Seafood Consumption: Implications for Food Systems Education for Generation Z.

Seafood is a vital source of nutrition yet many consumers in the United States have been exposed to competing discourse about the industry's environmental impacts, influencing consumption habits. Generation Z, a generational cohort whose members value the sustainability of their purchasing decisions, may have unique opinions regarding sustainable seafood given their sustainability values. This qualitative study explored Generation Z undergraduate students' experiences with seafood and how they perceive the role of seafood in feeding people while sustaining the future natural environment. Data were collected using 11 focus groups in undergraduate classrooms. Researchers conducted an emergent thematic analysis and sufficient interrater reliability was established. Themes identified based on participants' experience with seafood included geographic location, experience fishing or with fishermen, and seafood and family, implying place attachment and family identity were intertwined with consumption behaviors. Themes identified based on participants' perception of seafood's role in feeding people included sustainability, regulations, limited seafood consumption, and limited knowledge, implying Generation Z's emerging status as the sustainability generation. Results indicate educators should focus on how sustainability can be emphasized in the classroom with clear actions undergraduate Generation Z students can take to improve sustainability.

An Initial Discussion on River Tourism Teaching

River tourism occurs on the water or along the riverside. River tourism includes water rafting, cruises, boat vacations, canoeing, riverside walks, and riverside cycling. River tourism is a consequence of post-industrialization tourism evolution. Since post-industrialization, human beings have returned to recognizing rivers' natural attributes. River tourism teaching offers the concept of river tourism, urban river tourism, river cruising, and construction of tourism facilities. The paper suggests that the river cruise is developed in Europe and the Yangtze River. Also, river tourism teaching stresses the ecological value and sustainable tourism. The on-site river tourism teaching and classroom group discussion are essential. ORIGINAL RESEARCH ARTICLE | May 13, 2023

Finnish Teachers’ Views on their Pupils’ Writing Challenges

Abstract Finland is a country that supports public-only education that aims to provide the same basic education for all its residents. In the National Core Curriculum, strong reading and writing skills are considered a foundation for further learning and essential for civil society and democracy. The recent national evaluations done in Finland show the warning trend of weakening writing skills among school-age children, adding that when the individual differences in performance tend to grow bigger, it may promote “inequalization.” This article discusses how Finnish L1 teachers working at all levels of basic and secondary education view their pupils’ challenges in writing. The data consists of survey responses from a relatively large group of Finnish L1 teachers (N = 376). As part of the survey conducted in 2019, the teachers were asked to define what challenges the present day has brought to their classrooms in terms of writing learning. The survey data shows that the teachers mention challenges in language competencies, working skills, social participation, and developing voice and meaning in writing. These findings seem to reflect an emphasis on individual cognitive skills rather than seeing writing as social interaction and integration. The teachers commonly blame a lack of reading and increased use of social media for causing their pupils’ writing challenges, which also reflects the importance of sociocultural identification in all communication. This topic would need more detailed research in terms of quantitative analysis, in-depth case studies, and interventions to develop accurate writing pedagogy. Still, it is possible to note that the pedagogical thinking of writing may not yet be able to capture the ever-increasing importance of participation in textual communities, be it of a classroom group or societal scale.

Examining the effects of student-centered flipped classroom in physiology education

BackgroundThe flipped classroom approach has gained increasing popularity in medical education. Physiology is a basic medical course that studies the phenomena and laws of human life activities, and is a crucial link course connecting preclinical courses and clinical courses. However, there is a paucity of data showing the effectiveness of the flipped classroom model for the entirety of physiology course in medical undergraduate students.Method131 sophomore students with clinical medicine major at Harbin Medical University were recruited and they were randomly allocated into two groups: the control group which was subjected to traditional lecture teaching (n = 69), and the experimental group which was subjected to flipped classroom teaching (n = 62). To assess the effect of flipped teaching, the usual performance and final exam scores were used to evaluate the physiology learning effectiveness of students. The correlation between the usual performance and final exam scores by Pearson method was also conducted in the two teaching groups. After course completion, an anonymous questionnaire survey was conducted among the subjects of flipped classroom group to assess students’ opinion regarding the flipped classroom teaching.ResultsOur results showed that the usual performance and final exam scores of students in the flipped classroom were both significantly higher than that in the traditional teaching class (P < 0.05). Moreover, our results also showed that the usual performance of students was significantly correlated with the final exam scores in the flipped classroom (r = 0.3945, P < 0.01), but not in the traditional teaching group (r = 0.1522, P = 0.2119). The results of questionnaire survey showed that 77.58% of the students believed flipped classroom teaching improved their knowledge acquisition. 70%~86% of students perceived that flipped classroom enhanced their learning abilities, including self-study ability, collaborative learning and problem-solving skills, and clinical thinking ability. In addition, about 60% of students acknowledged the teaching design and teaching environment, more students’ engagement and presentation of group learning in the flipped classroom.ConclusionThe flipped classroom teaching significantly improved students’ learning effectiveness in physiology course, as indicated by final exam score and usual performance. It also promoted higher-order ability-set acquisition and allowed a rationalized formative evaluation system.

Quizizz for Teaching and Learning About Adherence to Antipsychotics: A Pilot Study of Students’ Perception and Their Level of Knowledge

Digital gamification fosters high-level thinking. While other platforms like Jeopardy and Kahoot were frequently studied, the evidence against or in favour of Quizziz, a student-engagement software for use in classroom group assignments and formative assessments were limited. This study aimed at pilot-testing the use of Quizizz to assess its value or appeal as a gamification tool, and to assess the correlation between students’ perceptions and their scores (knowledge). A Quizziz game entitled, “Adherence to antipsychotics” was developed and tested on undergraduates from health (pharmacy and health sciences) and non-health (control) related programs. Their responses to a 15-item validated questionnaire assessing perception were recorded. Students perceived the experience of learning about antipsychotics via Quizizz as positive. Their perceptions correlated positively with their game scores (r = 0.617, p= 0.004). Understandably, students enrolled in health-related programs scored higher than their counterparts (p&lt;0.001), although the mean between-group perception scores did not differ. Quizziz could foster cognitive presence of millennials and equip them to be 21st-century healthcare providers capable of tackling non-adherent, psychiatric patients.

The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study

BackgroundThe flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms.PurposeThis study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course.MethodsA pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students’ learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences.ResultsStudents in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported.ConclusionA blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

Impacts of the flipped classroom on student performance and problem solving skills in secondary school chemistry courses

The use of the flipped classroom approach in chemistry courses has rapidly increased over the past decade, and it appears that this type of learning environment will play an essential role in improving student success. However, it's crucial to note that the majority of these studies were carried out in higher education environments. There hasn’t been much research comparing flipped to traditional classrooms in K-12 institutions. The majority of comparisons between flipped and non-flipped groups were taught by different teachers, and typically conducted over a brief period of time, often a few weeks. The purpose of this study is to examine the impacts of the flipped classroom on student performance and problem solving skills in chemistry courses. A two-stage experiment was conducted in a secondary school in the Northwestern part of China with the flipped classroom group including 46 students, 20 males and 26 females and the non-flipped classroom group consisting of 50 students, 30 males and 20 females. Both groups were taught by the same chemistry teacher with eight years of teaching experience. Independent t-tests showed that the flipped classroom significantly improved student academic performance compared to the non-flipped classroom, and this effect lasted for at least one year. The study also found that flipped classrooms have a more progressive impact on students’ problem solving skills, which always take a long teaching period. Meanwhile, the research findings revealed that most students preferred or strongly preferred the flipped classroom approach after they experienced it. However, as the duration of the teaching experiment grows, students’ attitudes toward the flipped classroom approach tend to polarize.