Flipped Class Research Articles

Flipped Classroom and Traditional Classroom: Lecturer and Student Perceptions between Two Learning Cultures, a Case Study at Malaysian Polytechnic

Malaysian Polytechnic is moving towards the use of Information, Communication and Technology (ICT) to meet the needs of the Outcome Based Education (OBE) system that has been implemented since 2010. However, the lack of resources, internet access and lecturer skills in developing their instruction has caused the “chalk and talk” learning culture to remain unchanged, especially in accounting courses. The purpose of this study is to determine the lecturer and students' perception and their achievement between two learning cultures, the traditional classroom and flipped classroom. This study has been conducted between two classes; 61 final diploma accountancy students and a lecturer. Questionnaires and interview was conducted and analyze using independent sample t test. The findings show that there is a significant difference in perception (t(59) = -3.71, p < .05), mean students in a traditional classroom significantly different (M = 4.42, SD = .38) than in a flipped classroom (M = 4.07, SD = .37). The mean also shows, students from both classes had similar perceptions on their learning culture. The percentage of students pass their assessments for the flipped classroom, quiz=26%, test=52%, higher than traditional classroom, quiz=17%, test=50%. It was found that the lecturer had more time to spend on problem solving in the flipped class compared with the traditional class, and although it suffers from a lack of facilities, the flipped class can still be implemented. Therefore, Malaysian Polytechnic institutions could think more globally by teaching locals to meet students' needs of learning with appropriate learning approaches.

Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias

To implement the flipped teaching method in a 3-class pilot on cardiac arrhythmias and to assess the impact of the intervention on academic performance and student perceptions. An intervention group of 101 first-year pharmacy students, who took the class with the flipped teaching method, were supplied with prerecorded lectures prior to their 3 classes (1 class in each of the following subjects: basic sciences, pharmacology, and therapeutics) on cardiac arrhythmias. Class time was focused on active-learning and case-based exercises. Students then took a final examination that included questions on cardiac arrhythmias. The examination scores of the intervention group were compared to scores of the Spring 2011 control group of 105 first-year students who took the class with traditional teaching methods. An online survey was conducted to assess student feedback from the intervention group. The mean examination scores of the intervention group were significantly higher than the mean examination scores of the control group for the cardiac arrhythmia classes in pharmacology (with 89.6 ± 2.0% vs 56.8 ± 2.2%, respectively) and therapeutics (89.2 ± 1.4% vs 73.7 ± 2.1%, respectively). The survey indicated higher student satisfaction for flipped classes with highly rated learning objectives, recordings, and in-class activities. Use of the flipped teaching method in a 3-class pilot on cardiac arrhythmias improved examination scores for 2 of the 3 classes (pharmacology and therapeutics). Student satisfaction was influenced by the quality of the learning objectives, prerecorded lectures, and inclass active-learning activities.

The flipped classroom: strategies for an undergraduate nursing course.

This article presents the authors' experience with flipping a fundamental concepts of nursing course for students in an undergraduate baccalaureate program. Authors describe implementing a flipped class, practical strategies to transform students' learning experience, and lessons learned. This article serves as a guide to faculty and programs seeking to develop and implement the flipped class model in nursing education.

Research on Application of "Flipped Class" Model in Teacher Education

Teacher as a profession, has its own specialty. To make teachers have strong professional, the quality of teacher education is the key. The teaching mode called "flip class" is beneficial to the development of the teachers' theory quality and technological literacy. If we bring it into the teacher education curriculum teaching, it’ll promote teachers' professional specialization development.

'That's a wrap': overcoming obstacles for successful video design in flipped classes

The flipped classroom offers benefits for students, faculty, and institutions. Yet, there are obstacles which sometimes prevent implementation of this pedagogical model. This article reviews existing literature and the authors’ experiences to suggest that there are four common challenges which impede on the process of flipping a classroom. These barriers include: the time commitment, a lack of institutional support, fear of technology, and budgetary constraints. Overcoming these barriers is essential to successfully flipping a classroom, particularly in the area of video design. The authors review existing literature and offer suggestions for improving best practices to overcome these barriers and create a positive experience for students, instructors, and institutions. Specifically, we aim to offer suggestions for best practices in video design for a successful flipped classroom experience.