Concept Of Flipped Classroom Research Articles

Student perspectives on the flipped classroom concept in secondary math lessons

The flipped classroom concept is the reversal of the traditional teaching activities so that new content is first worked through by the learners independently and then the joint lesson time is used to practise and consolidate this content. This concept can result in didactic advantages. However, it is assumed that the concept also places increased demands on learners. As part of an intervention study with 452 participants in 15 lower secondary schools in Lower Saxony (Germany), pupils were given a questionnaire including the following items “I like this in the flipped classroom” and “I don’t like this in the flipped classroom”. This article analyses the answers to those questions using a qualitative content analysis. The resulting categories are analysed in more detail in a thematic analysis to identify specific aspects of the flipped classroom that the learners like or dislike. The preparation through videos, self-directed learning and adaptability of the learning speed were named particularly frequently in the positively connoted categories. The negative aspects included comprehension problems, the desire for more explanations from the teachers, time pressure, and time management problems. These results contrast with previous research results on the flipped classroom concept in higher education didactics.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

Flipped Classrooms: Addressing Students Participation and Preparedness

The flipped classroom concept has gained attention in recent years as a modern pedagogical approach that offers an alternative to traditional teaching methods. While the flipped classroom model represents a significant shift in teaching strategies, its effectiveness in promoting active student participation and engagement cannot be guaranteed. The widespread use of mobile phones and computers has had a negative impact on digital learners, leading to a decline in the review of pre-class materials among higher education students. This paper critically examines the potential of the flipped classroom as an active learning strategy and raises questions about its effectiveness in meeting students' diverse needs. Results indicate that the flipped classroom teaching approach enhances student engagement and academic achievement. However, the effectiveness of this method hinges on digital learners adapting their study habits. A significant number of students fail to review course materials outside of class due to their reliance on digital tools, resulting in reduced pre-class preparation and fewer active participants in classroom discussions.

Use of simulations to dynamize the implementation of adaptive Flipped classrooms in physics courses

With the development of technology, with young people being the biggest consumers of it, the learning activity takes on different methods and approaches. Among these approaches, we can talk about virtual learning using learning management systems and the concept of flipped classroom. The Moodle platform represents one of these systems. In this paper, we analyze the teaching-learning process based on an adaptive flipped classroom applicable to both hybrid and virtual learning, which can be combined with the Moodle platform to provide students with content adapted to their level of knowledge and skills. Relates the experience with the use of Physics simulation software in the university environment, particularly applications of electromagnetism, optics and modern Physics. They are used as explanatory teaching material or for students to interact with the software at home. In addition, the implementation of the flipped classroom was carried out in the second year of the Industrial Engineering career of the regular daytime course following the methodological process that was presented.

Implementing A Flipped Classroom Concept for Radiation Oncology Physics Curriculum

Implementing A Flipped Classroom Concept for Radiation Oncology Physics Curriculum

The influence of using Learning Videos for High School Mathematics Curriculum Subjects with Flipped Classroom Models on Learning Achievement in the UIN Walisongo Semarang

During the current pandemic, students are having difficulty understanding mathematical material; normally, they are taught by lecturers face-to-face, but now online. The obstacle that students face is that they believe that learning is not optimal because the signal is often poor and inconsistent, and they are unable to meet with the lecturer. To alleviate this issue, it is required to create a video of learning material that will be supplied by a mathematics lecturer by the lecturer who teaches, the video is published on YouTube, and the youtube link is given to students to study beforehand for the forthcoming meeting. This is consistent with the flipped classroom concept, in which students are expected to first understand the lecturer's video before being discussed directly by the lecturer.It is expected that students are able to think creatively about video content created by their professors, and students are able to examine material flaws that they have not understood and then clarified by their lecturers at the next meeting. In research on the development of instructional video media for high school mathematics curricular with the ADDIE stage model. This model, as the name suggests, consists of five main phases or stages, namely (A) analysis, (D) design, (D) development, (I) implementation, and (E) evaluation. The Implementation and Evaluation stage was carried out in the second year, with expanded tests carried out at UIN Walisongo Semarang in a fun and enjoyable manner, with posttests and user response questionnaires given with the following results: Based on research at UIN Walisongo, posttest results were processed using tests t results obtained are 0% <5%, then H0 is rejected. This means that we accept H1, which means that the results of learning mathematics using video learning media for high school mathematics curriculars are better than conventional learning models. Looking at the average learning achievement in the mean column, Group Statistics table, the experimental class average is 86.00, while the average -the average control class is 64.74. These results show that the learning outcomes of the experimental class are better than the control class. R Square value of 0.804 = 80.4%. This value means that the influence of virtual lab media on learning achievement is 80.4%, while 19.6% of learning achievement is influenced by other variables outside of the independent variables in this research.

Применение технологии перевернутого класса в цифровой образовательной среде

At the beginning of the COVID-19 pandemic in spring 2020, all schools faced unpredictable challenges, and alternative solutions were needed to optimize the functioning of the educational process. One of these was the implementation of the “flipped classroom” in teaching practice. This idea gave rise to the concept of the online flipped classroom, which allows students to continue their educational work in a high-quality, engaging, and attractive way, even outside the physical classroom. Furthermore, the online flipped classroom has proven to be as effective as the traditional one, mainly because it promotes students’ self-directed learning, activity, motivation, collaboration, and successful interactions due to its flexible structure. The study provides a theoretical insight into the application of this teaching method in the period of distance learning and analyzes its advantages and challenges. The most common challenges were found to be difficult access to the Internet and thus to learning materials, the lack of digital skills of teachers, the time and effort required to create videos, the design of a creative learning environment, and the facilitation of different types of activities and teaching materials, which contribute significantly to students’ motivation to learn under exceptional circumstances. Students’ free access to computer equipment and internet connections from home played a key role. Therefore, the flipped classroom approach requires government investment in building/upgrading appropriate information and communication infrastructure, additional teacher commitment, and investment in teachers’ professional development.

Design and Practice of Blended Teaching Mode of "MOOCs + Flipped Classroom"-- Taking "Basics of Interpretation" Course As An Example

Through investigation and observation, it is found that most English interpreting courses in China have single teaching methods, insufficient teaching means and classroom feedback. Meanwhile, interpretation teaching is greatly limited by teaching time and space. Reliance on the traditional paper textbook and teacher-centered teaching mode leads to a large number of students' lack of interest and participation, which affects students' professional development over time. Starting from the concept of flipped classroom and combining with the online MOOCs course "Basics of Interpretation" , this study aims to explore the role of blended teaching model in improving traditional interpreting teaching. The practice has proved that the blended teaching mode of "MOOCs + Flipped Classroom" has played a positive role in reforming and enriching traditional interpretation classes, improving teaching mode and content, expanding course duration, and providing effective feedback.

The Application of Flipped Classroom Teaching Model in Nursing Teaching

How to cultivate students' innovative thinking, develop their ability to analyze and solve problems, and become high-quality practical nursing talents with solid theoretical knowledge and strong practicality is the focus of nursing teaching. With the continuous progress of education reform in our country, educational informatization has attracted more and more attention. With the rapid development of multimedia technology, the flipped classroom teaching model supported by information technology has gradually attracted people's attention. This article elaborates on the concept of flipped classroom, analyzes the advantages of flipped classroom teaching mode in nursing education, and explores the application of flipped classroom teaching mode in nursing teaching, in order to better use flipped classroom to promote innovative development in nursing education and promote the cultivation of nursing talents.

Insights Into Modern Undergraduate Ultrasound Education: Prospective Comparison of Digital and Analog Teaching Resources in a Flipped Classroom Concept - The DIvAN Study.

Purpose Sonography training has become an important part of university medicine courses. This study explores the impact of digital and analog teaching resources on learning outcomes, knowledge retention, and student preferences and motivation in a flipped classroom setting. Materials and Methods This prospective controlled study involving two groups of third-year medical students included a voluntary three-day compact ultrasound course given in a flipped classroom, comprising 26 teaching units of 45 minutes each. Hardcopy lecture notes (control group) and E-learning (study group) were used as teaching resources. Evaluations were conducted before (pre) and during the preparation phase (intermediate), and after (post) the face-to-face course. Likert scale responses, written theory tests with very short answer questions (Theorypre, Theoryinter, Theorypost), and practical examinations (Practiceinter, Practicepost) were used for student self-assessment and to measure attitude, motivation, as well as theoretical and practical skills. Results A total of N=236 complete data sets (study group n=136; control group n=100) were analyzed. Both groups showed an equivalent initial level of, and a continuous and significant (p<0.01) increase in, subjective and objective skills over the evaluated time frame. The study group achieved significantly (p<0.05) better results in Theoryinter, Theorypost, Practiceinter, and Practicepost. The study group evaluated their teaching resource and the training concept significantly (p<0.05) better. Conclusion The integration of digital resources into sonography education provides comparable learning outcomes to traditional analog materials, enhancing the preparatory phase. In the future, digitally supported training should be used more.

Investigating the Use of Flipped Classroom Technologies on Students' Learning at Secondary Level

The flipped classroom concept, considered a crucial element of blended learning, has garnered significant attention from scholars and educators in contemporary times. The flipped classroom concept entails a pedagogical approach where the traditional sequence of classroom activities and homework assignments is inverted. This study provides an overview of flipped classroom technology and examines its potential benefits for educators and learners. The authors report the findings from deploying the flipped classroom approach in the language learning environment. The research demonstrates that using the aforementioned technology within the educational process raises students' motivation and promotes their academic performance.

The Application and Effect Analysis of Flipped Classroom in College English Teaching

This article analyzes the application and effectiveness of flipped classroom in college English teaching, aiming to explore the impact of flipped classroom on students' learning interest, English ability, classroom atmosphere, teaching quality and efficiency. Firstly, the paper outlines the concept and principles of flipped classroom, and elaborates on its necessity in college English teaching. Then, the application of flipped classroom in teaching modes, teaching resources, classroom activities, and the roles of students and teachers was explored. Next, the effects of flipped classroom on student learning interest, English proficiency, classroom atmosphere, as well as teaching quality and efficiency were analyzed. Finally, strategies for optimizing the application of flipped classrooms were proposed, including integrating teaching resource design, enhancing teacher professional competence and collaborative ability, and effectively utilizing diverse evaluation methods. Through the research in this paper, reference can be provided for the application of flipped classroom in college English teaching.

Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning.

During the SARS-CoV-2 pandemic, various online instructional strategies in clinical skills training were piloted. The sudden transition to the remote platform circumvented the rigorous planning associated with curriculum reform. This study aimed to explore students' and tutors' perceptions of factors that promoted or hindered successful learning transfer and to propose a blended conceptual model to guide affective, cognitive, and psychomotor clinical skills training in the pre-clinical phase of medical education. A mixed-method quasi-experimental study assessed third-year students' transfer of clinical skills and knowledge following online learning in 2021. Students and their tutors completed online surveys that included open and closed-ended questions regarding factors influencing their experience of the adapted teaching methods. Descriptive statistical analysis was used for the quantitative data. Qualitative responses were thematically analyzed. One hundred fourteen students (48%) and seven tutors (100%) responded to the surveys. The questionnaires' internal consistency and construct validity were determined using Cronbach's α-Coefficient. There was an overall positive response (86%) to the acceptability of the online platform in clinical skills training. Using online simulations with targeted onsite practice was reported as effective in clinical skills training. Tutors perceived students as well-prepared for the skills laboratory. Five emergent themes, qualified by a linear model of asynchronous and synchronous online and onsite teaching with the evaluation of the instructional design and institutional support, informed the proposed blended learning guide for clinical skills training in the pre-clinical phase. Blended clinical skills learning that included the flipped classroom concept was well-accepted. Virtual patients proved a convenient cognitive preparation tool for skills training and potentially optimized teaching delivery. The study found that the adapted teaching frameworks incorporating an online clinical skills component into a modified onsite curriculum augmented learners' ability to transfer knowledge to the clinical skills laboratory. An integrated five-step blended model is proposed for future interventions.

The Flipped Classroom: Enhancing Self-confidence among Adolescents Studying Chemistry

One of the key aims of post-primary education in Ireland is to develop all aspects of the individual, such as the creative, critical, and intellectual to prepare them for working life, for living in the community, and for leisure. Student self-confidence and student agency are critical to the students’ development at this stage. The flipped classroom is a model within the blended learning pedagogy and is one that has gained considerable attention in educational circles since school closures due to the COVID-19 pandemic. The benefits of the flipped classroom toward developing student self-confidence are noteworthy. However, at the national and international level, the vast majority of research on the flipped classroom is third-level focused. This paper discusses a number of issues that arose from data collected from research carried out by the author and how the flipped classroom could benefit adolescents preparing for the Irish Leaving Certificate Chemistry summative examination. The results obtained in this study are significant as little research has been carried out on the implementation of the flipped classroom within an Irish secondary school setting. Video lessons are often seen as the core resource in the implementation of the flipped classroom. However, video lessons alone were insufficient for developing student self-confidence. Students required multiple resources, particularly resources focused on assessment, to bolster their self-esteem. It was found that the successful implementation of the flipped classroom was achievable, but scaffolding was required for these adolescents. Some scaffolding was also required initially for teachers as almost all teachers involved in this study were not familiar with the flipped classroom concept. Teachers required a guide in terms of the implementation of new teaching methods. The technology is currently available to create high quality resources for the flipped classroom; however, in respect to policy development, the support for online learning should be pedagogy led as opposed to technology led.

Flipped classroom in physics teacher education: (how) can students' expectations be met?

In this paper, we describe the development of a flipped classroom concept for physics teacher education along (a) design criteria from the literature, and (b) students' needs and expectations extracted from an exploratory pre-study (N = 21). Weimplemented it in a physics education course at Leipzig University, Germany, and report results of its empirical evaluation (N = 29). Our results hint at both, strengths and weaknesses of the developed flipped classroom concept, and hence, pave the way for further research into the use of flipped classroom scenarios in physics teacher education.

Evaluation of a newly developed flipped-classroom course on interprofessional practice in health care for medical students

ABSTRACT Interprofessional education is expected to promote collaborative practice and should therefore be included in health professionals’ curricula. Reports on interprofessional curricular development and its evaluation are rare. We therefore undertook a comprehensive quantitative and qualitative evaluation of a new, mandatory course on interprofessional collaboration for medical students during their third year of the Bachelor of Medicine study programme. The newly developed and implemented course spans over six weeks and was designed in a hybrid, flipped-classroom format. It incorporates experience- and case-based learning as well as interactions with other health professionals. Each student completes an eLearning and a clinical workshadowing individually before attending the – due to the pandemic – virtual live lectures. To assess quality and usefulness of teaching-learning formats and course structure to learn about interprofessional collaboration and to develop interprofessional competencies and identity, a quantitative and qualitative evaluation was performed with more than 280 medical students and 26 nurse educators from teaching hospitals using online surveys (open & closed-ended format). Data were analyzed descriptively and using content analysis processes. Students appreciated the flipped-classroom concept, the real-world case-based learning scenarios with interprofessional lecturer teams, and the possibility of an experience-based learning opportunity in the clinical setting including interaction with students and professionals from other health professions. Interprofessional identity did not change during the course. Evaluation data showed that the course is a promising approach for teaching-learning interprofessional competencies to medical students. The evaluation revealed three factors that determined the success of this course, namely, a flipped-classroom concept, the individual workshadowing of medical students with another health professional, mainly nurses, and live sessions with interprofessional teaching-learning teams. The course structure and teaching-learning methods showed potential and could serve as a template for interprofessional course development in other institutions and on other course topics.

Design and Transition of an Emergency E-Learning Pathology Course for Medical Students-Evaluation of a Novel Course Concept.

Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training. In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time. Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students. Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.

Research on the path of mixed teaching reform for college students based on the concept of flipped classroom

Research on the path of mixed teaching reform for college students based on the concept of flipped classroom

A study on the application of flipped classroom model in universities based on learners' perspective

Since the concept of flipped classroom became a hot topic in 2011, it has been practiced in China for 5 years. At present, China has formed a number of online resources and project resources, such as Super Star Video Teaching Network, which provide a rich resource environment for the teaching practice of flipped classroom [1]. Many colleges and universities gradually carry out the flipped classroom teaching mode. However, many students in colleges and universities are resistant to flipped classroom. In order to investigate the reasons for the negative attitude of college students toward flipped classroom, this study conducted an interview survey with seven students from different colleges and universities, with different majors and more experience in flipped classroom. Through the analysis of the interview scripts, it is found that there are problems such as biased teacher's orientation, generalized micro-class videos and lack of in-depth classroom interaction in the application of flipped classroom mode in colleges and universities, and the corresponding improvement measures for the application of flipped classroom in colleges and universities are proposed in response to the problems.

Perceptions regarding Flipped Classroom teaching method among first year MBBS students in a Medical College in National Capital Region, India

Background: Flipped classroom aims at exposing the students to teaching material outside of class first andutilizing the class time in deeper understanding of the topic with the discussion in the presence of the teacher. It isa method of teaching learning wherein the students take responsibility of their learning. The present study was toconducted to introduce flipped classroom approach as teaching learning method and to obtain students feedback.Materials and method: The study was descriptive study done in the Department of Anatomy after obtaining theIEC clearance. First year MBBS students who volunteered to participate (138 out of 150) were included in the studyafter obtaining informed consent. The students were given a pre-class reading material in form of PowerPointPresentation with voice over for the topics selected for flipped class using Institutional Learning ManagementSystem (LMS) seven days before the class. Class time was utilized in discussion of the topic. A questionnairewas used which was validated by other faculty members. Responses were collected using a 5 point Likert scale.Analysis was done by Microsoft Excel 2010.Results: The concept of flipped classroom was well accepted by the students. It was observed that 70% of thestudents found flipped classroom is more interesting method of learning anatomy compared to traditional lectures.30% of the students believed flipped class required more time and more preparation. They were of the view thatthese classes were more interesting, interactive, and motivated them to learn compared to the didactic lectures.Conclusion: Flipped classroom is not a new concept. However, in our country this concept of teaching learning isnot very commonly used in medical colleges and can be used as an alternative to the traditional lectures for betterunderstanding of the topic and can be used more often.