Flipped Class Research Articles

Flipping an on-campus general English course: a focus on technology complexity of instruction and learners\u2019 levels of impulsivity

The current study compared the effects of two types of flipped instruction (FI) (low- and mid-tech) with two other class conditions, a blended course and a conventional teaching, on learning outcome of language learners with different levels of impulsivity in an on-campus General English (GE) course. To attain such a goal, four GE classes consisting of 100 freshmen (25 students in each class) were selected and organized into 3 experimental (mid-tech FI, low-tech FI, blended instruction) and 1 control group (conventional teaching). In low-tech flipped class, the students were provided with the vodcasts and podcasts of the instructor’s teaching. For the mid-tech flipped class, the podcasts and vodcasts were integrated into an educational website where all instructional and supplementary materials were available. The blended group accessed the educational website after the instructor’s teaching as the extension of the class activities. The control group received the GE conventional instruction (chalk and talk approach). The participants’ learning outcome was assessed by reading paper of Preliminary English Test and their level of impulsivity was measured by BIS-11. The quantitative data were analysed by a two-way analysis of variance (ANOVA) and the results revealed a statistically significant difference in reading proficiency of the four groups after the study, in favour of the mid-tech FI. Moreover, while the type of instruction had no effect on reading proficiency of students with different levels of impulsivity across groups, within group comparisons revealed that only mid-tech group members with different levels of impulsivity benefited equally from the instruction. The results of the qualitative data analysis revealed that the majority of students in both groups had positive attitudes towards the experience, although they expressed their needs for some modifications in teacher role, their own role, and the way the instructional materials are prepared and presented.

English

The Covid pandemic transformed the teaching methodologies in dental education. The classes had to be conducted online and teaching methods had to be modified to suit the dental curriculum. Novel teaching methodologies were devised following the basic principles of Blooms taxonomy. The teaching methodologies have to be effective and incorporate the latest information technology methods. The advancements in technology and availability of internet resources have facilitated online learning. Various platforms are available for teaching and disseminating knowledge. Learning has transformed from the traditional Didactic teaching to flipped class rooms and blended learning. As the pandemic is progressing there is deficiency of health care workers and resources. In spite of this the medical teaching has to continue to fill the gap. Oral Medicine and Radiology is an important subject in the dental curriculum and a bridge between medicine and dentistry. This manuscript reviews the various teaching methodologies employed in the Oral Medicine and Radiology curriculum during this pandemic. This review also highlights the importance of technology and simulation-based learning to enhance the clinical skills of the students. KEY WORDS Covid Pandemic, Online Learning, Flipped Classroom, Information Communication Technology, Blended Learning, Online Patient Simulation, Adaptive Tutorials

Students’ Perception on the Active Flipped Learning Approach in the Midst of the COVID-19 Pandemic

The purpose of this study is to examine students’ perceptions of the effectiveness of their active learning in a flipped classroom during the COVID-19 pandemic. The participants were 55 students in one of the courses in English language and literature department at a university in Korea. In this study, the researcher used the questionnaire to survey the students’ perceptions of the active flipped learning in an online learning environment. Students’ perceptions of the effects of their active flipped learning in online contexts on their academic and affective aspects were examined. As a result of this study, it was found that students recognized their learning motivation and their interests have gradually improved through active flipped learning by synchronous online learning experiences. Moreover, they considered that their self-directed learning skills were also improved through their asynchronous online learning experiences. Therefore, it is suggested that it is necessary to operate the flipped class systematically with best practice and train instructors with a professional program with best scenarios for successful active flipped learning in online learning contexts.

The Effectiveness of the Flipped Classroom in a 300 Level Terrorism Class

This study compares a 300 level terrorism class taught using a flipped classroom to the same class taught one year earlier in the traditional, face to face method. While one examination score was better for the face to face class, the flipped class did better than the traditional class on the final examination. Every other point of comparison showed no difference between the classes, except for the end of semester student evaluations, which were significantly higher for the face to face class than the flipped classroom.

The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University

Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.

Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach

Problem-based learning is the latest name for a teaching philosophy that is as old as Ancient Greece. Whether you call it Socratic Inquiry, case-based teaching, problem-based learning, interactive group learning, or “flipped” learning, the essential concept is to encourage the student to collaborate in applying their gained knowledge to solve a problem. As traditional lecture-based teaching has been challenged, the design of classrooms has been called into question. A flat or tiered room is not seen as an ideal setting for collaborative work. In our own College of Business, several traditional classrooms were converted to problem-based learning classrooms at considerable expense. This paper evaluates, using measures based on Michael G. Moore’s theory of transactional distance, whether moving flipped classes into these high-tech classrooms improves the collaborative learning experience. Transactional distance can be defined as the barriers that exist to a student’s engagement with their learning experience. These barriers arise due to the interaction between students and the teacher, other students, the subject matter content, and instructional technology being used. Our results suggest that, from a student engagement and outcome standpoint, the investment in costly high-tech classrooms is not warranted—a welcome result in times when university budgets are stretched to the limit.

Moving a Flipped Class Online To Teach Python to Biomedical Ph.D. Students during COVID-19 and Beyond.

ABSTRACTWhile quantitative analytical skills have always been a part of modern biomedical training, the big data revolution and digital research environment have increased the importance of computational approaches for biomedical graduate education. To address this growing need, Ph.D. programs have explored ways to integrate quantitative training into their existing curricula. However, these attempts have been hindered by limitations on total instructional time, faculty perceptions, and scalability. Here, we describe a flipped approach that combined a preexisting online course with group problem solving sessions to effectively and efficiently teach biomedical Ph.D. students key concepts in the use of the Python programming language for research. Following the COVID-19 related shutdowns in March 2020, we successfully adapted this approach to an all-online version where the formerly in-person problem-solving sessions occurred in small groups over Zoom. We found that students in both in-person and remote flipped formats showed increased confidence using Python and related this to their thesis research. Following the shift to the fully remote format, the lack of a physically present instructor seemed to increase students’ reliance on their classmates, which in turn promoted peer learning and support. This flexible, scalable approach to computational training may address the needs of many biomedical Ph.D. programs.

The Role of Video in the Flipped Language Classroom

Flipped classrooms have become a widespread form of teaching. Yet, there is no consensus on how to define flipped (language) learning. Several authors consider the use of videos that prepares in-class activities as an essential principle.
 The article presents a study which examined the actual roles of videos in a corpus of 52 descriptions by L2 teachers of flipped language class settings and using Willis’ 1983 framework.
 In the corpus videos played a central role in before-class activities; a large number of videos were used. The roles that videos played in before-class activities in the settings did not all correspond to Willis’ framework; those which did not fit corresponded to direct instruction. The definition of a flipped setting was found to be unclear, as in a quarter of the descriptions the criteria did not apply. Video was not found to be necessarily constitutive for flipped language classes.

Comparison of Flipped classroom to traditional classroom lecture in Pharmacology among second year Dental Students

Flipped classroom is a teaching method where the students are involved in pre class preparations like watching related videos of lectures, reading relevant books and class time is utilized for clarifying doubts, discussion, class activity and problem solving Objectives: To compare traditional classroom lecture with Flipped classroom and to study the effectiveness and acceptability of the Flipped classroom approach in teaching Pharmacology. Methods: Second year dental students were divided into two groups-A and B of 37 each. Group A students, were given videos and voice over power point through Google group and What’s app group on Antiepileptic drugs and after two weeks they were exposed to Flipped class using think pair and share class activity while group B students were given traditional lecture class on antiepileptic drugs. Both groups knowledge was compared using a post test questionnaire and group A students perception on flipped class was assessed using a three point Likert’s questionnaire. Mean score between the two groups was compared using Man Whitney U test and p < 0.005 was considered as statistically significant. Results: 86% students preferred flipped class over conventional class and 95% liked think pair and share activity as it guided them in deeper understanding of the subject. Mean score was better among students involved in flipped class when compared to lecture class. Conclusion: Dental students had a good learning experience with the Flipped classroom method as it allowed them to learn at their pace and also guided them to apply learned information accurately

No Need to Reinvent ‐ Augmenting a Flipped Class Histology Curriculum with a Commercial Online Course

Histology, a pillar of anatomical sciences for both health professional and graduate students, requires sufficient time and practice to develop the necessary visual literacy and skills in synthesis to achieve competency. However, histology contact hours in medical and graduate education have reduced significantly in the past decades due to disseminated curricular changes emphasizing integration of basic sciences, clinical content and self-directed learning. In turn, adjunct online resources have been in steady incline and in the past year, in response to COVID-19, quickly became an essential component of anatomical sciences education following campus closures. Self-directed learning is challenging in normal circumstances as success is impacted by the level of student preparedness and engagement, which in turn can be dependent on the quality of the asynchronous learning resources. Although many online histology resources are available, few are comprehensive and provide step-by-step instruction in identification of structures in tissue slides. In this pilot project, the efficacy of using a commercial online histology (COH) course (DaVinci Academy, Cleveland, OH) as a primary preparatory resource in a graduate histology curriculum implementing a flipped-classroom pedagogy was assessed. During fall 2020 (F2020), first-year graduate students enrolled in a hybrid histology course were required to review learning objectives, read textbook sections, and complete the COH lessons, consisting of complete lectures, lab videos, and quizzes as a set of pre-work to prepare for on-campus and virtual classes. The synchronous class sessions had minimal didactic lectures, but instead had a series of small group active learning tasks. In a COMIRB exempt retrospective study (#20-2891), the assessment outcomes of the F2020 cohort (n=26) were compared to a fall 2019 (F2019) cohort of students (n=25) who completed the identical histology curriculum delivered in a flipped-class style by the same instructor, but without the commercial online histology course. All course quiz and exam scores were compared across the F2019 and F2020 cohorts using a Kruskal Wallis test for non-parametric data. There were no significant differences in assessment outcomes between F2019 and F2020 cohorts (p>0.05). Survey of the F2020 cohort throughout the course revealed consistently high rating of the COH with 80% of students believing the resource improved their ability to read and interpret histology slides. Interestingly, students perceived the lecture and lab videos in the COH delivered by the same in-class instructor to be more valuable than those delivered by a third-party instructor, although the assessment performance was independent of the online instructor (p>0.05). The results suggest that the online histology course can be an effective asynchronous learning resource for a histology course, allowing for more efficient use of synchronous class time to support a higher taxonomy of learning.

A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration

Initially developed in 2012, Kahoot! is a game-based student response system aiming to transform the class into a game show. However, some people have doubts about effectiveness of Kahoot! as an educational game. Therefore, based on past studies, this study explored the influence of Kahoot! on learning outcomes and collaboration including curricular interaction and extracurricular collaboration. The results of this study showed that Kahoot, if appropriately used, could improve learning outcomes. At the same time, Boller’s summaries about educational games could not fully define what were needed in the games designed for learning to some extent. It was also concluded that Kahoot! could enhance curricular interaction between students and teachers as well as extracurricular collaboration between or among students. Kahoot! has a bright prospect in both regular and flipped classes, while there are still challenges of Kahoot! use. Lastly, suggestions for future research limitations of this study were discussed as well.

Blended Teaching Design of College Students’ Mental Health Education Course Based on Artificial Intelligence Flipped Class

The current education methods are mostly based on test-oriented education and rarely really care about the content of students’ concerns, and flipped psychological education methods have appeared in some areas. The main purpose of this thesis is to combine artificial intelligence and flipped classroom psychology. This article mainly introduces the characteristics of artificial intelligence and the definition of flipped classroom. What are the advantages of the intelligent teaching platform compared to traditional teaching? This article selects key 1 class, key 2 class, key 3 class, and key 4 class from the students of our school. Groups A1 and B1 conduct a semester of artificial intelligence combined with the concept of flipped classroom psychology. Groups A2 and B2 teach students in accordance with traditional teaching. The experimental results show that the proportion of groups A1 and B1 increased by 8.2% and 8.14%. The midterm and final average scores of groups A1 and B1 are 10.87, 7.2, 14.13, and 12.2 points higher than those of groups A2 and B2, and their scores have increased by 10.3% and 7.02%, 12.4%, and 11.9%. The mental health education course effect of artificial intelligence and flipped classroom psychology can more stimulate students’ interest and promote the improvement of students’ performance through autonomous learning.

Online Questioning as a Pre-Class Activity: A Case Study of a Flipped Class for English Majors

Online Questioning as a Pre-Class Activity: A Case Study of a Flipped Class for English Majors

Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class Videos.

The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior. Participating students were randomized to take quizzes, either during pre-class videos via Panopto™ (EQV) or after pre-class videos in the traditional manner via Moodle™ (TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.

Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course

This study analyzes flipped mode of instruction in Corporate Finance. In the current environment, with many students in quarantine and greater emphasis on self-study, it is even more relevant to understand how students understand and retain concepts derived from online environment. In this study, performance of students in flipped mode is compared with the performance in traditional lecture-style. In flipped class, students watched a brief video-lecture, took an online assessment quiz prior to attending an interactive discussion-based class session, unlike the traditional lecture style. The results of this study suggest that with flipped mode, most students take greater responsibility of their learning, prefer hands-on learning, achieve more and feel more satisfied with their performance. However, there is no statistical difference in the test scores of students in the flipped classroom as compared to the traditional classroom.

Cognitive Instrumental Processes of Flipped Learners: Effects of Relevance for Learning, Quality of Learning Outcomes, and Result Demonstrability

This study investigated the influence of students’ cognitive instrumental processes (i.e., relevance for learning, the quality of learning outcomes, and result demonstrability) on students’ perceived usefulness and intention to use flipped learning. An extension of the technology acceptance model (TAM2) was employed in this study. A total of 277 undergraduate students enrolled in flipped classes at a Korean university completed an online survey for this study. The results of the cognitive instrumental processes revealed that the quality of learning outcomes influenced students’ perceived usefulness and intention to use flipped learning. This finding emphasizes that it is necessary to deliver high-quality classes using a flipped learning approach to satisfy students’ expectations of improving learning outcomes. The relevance for learning also affected students’ perceived usefulness of flipped learning classes and indirectly influenced their future intention to use flipped learning. The results emphasize that students should be given opportunities to recognize the relevance of flipped learning based on their expected learning achievement. Finally, result demonstrability did not influence perceived usefulness nor intention to use flipped learning. The research findings of this study have practical implications and recommendations for flipped class instructors to persuade students to enroll in flipped learning courses from the perspective of cognitive instrumental processes.

Looking at the Levels of Bloom's Taxonomy in a Flipped Classroom Utilizing Study Guide and Interactive Assignment for Undergraduate Medical Students

Our aims were determining the student’s views about the effect of using the study guide on advance preparation in a flipped class setting and testing the effect of flipped class on higher cognition. Using a quasiexperimental design in Tehran University of Medical Sciences, one batch was taught using a flipped classroom and another batch by a lecture in 3 sessions. The student’s views were assessed using a questionnaire, and the effect of flipped class on levels of higher cognition based on Bloom's taxonomy was measured using two tests in two-time intervals. Seventy-two students believed that the study guide helped them to devote their time to study. Data did not support our hypothesis that flipped class could result in higher cognition one month and four months after the intervention T=-0.75, df=197, P=0.45 in knowledge Questions, T=-1.08, df=197, P=0.28 in comprehensive questions, T=-0.30, df=197, P=0.76 in an application, and T=-0.91, df=197, P=0.36 in analytical questions. Study guides could be effective tools to get students to interact with pre-assigned readings in a flipped class context. Our hypothesis that flipped class could result in higher cognition was not supported.

Blended Learning Technology "Flipped Class" in the System of Higher Vocational Education

This article is devoted to the implementation of the blended learning technology " Flipped Class" into the educational process of higher vocational education. From the position of the systemic approach, the authors’ view on the development of the competitiveness of the future specialist with the help of traditional (classroom) and digital (distance) forms of training is revealed; the necessary pedagogical conditions for using the " Flipped Class " blended learning technology in higher vocational education are described. The authors present the peculiarity of organizing the educational process with the use of the " Flipped Class " technology. The article justifies the importance and relevance of this educational technology application due to the world socio-economic challenges. The authors of the study conclude that the implementation of the " Flipped Class" technology causes improvement of the forms and methods of the educational activity aiming professional development of future competitive professionals in the sphere of the agro-industrial complex. A structural model of organizing higher vocational education with the use of the " Flipped Class " blended learning technology was worked out and substantiated. The pedagogical conditions of using this technology are described in the article.

Research on the Construction of Blended Teaching Mode Based on Flipped Class—Taking the Undergraduate Discrete Mathematics Course as an Example

In the traditional teaching mode, students passively receive knowledge, which does not fully stimulate their enthusiasm and innovation. With the development of the Internet, blended teaching mode comes into being and has become one of the main ways of teaching reform. We introduce the blended teaching mode firstly. And then, we take the undergraduate discrete mathematics course, which is one of the most important courses of computer science, as an example, analyze its characteristics and the shortcomings of the current teaching mode. The application of blended teaching mode is imperative. Finally, we explore the application and design of the blended teaching mode based on flipped class on the undergraduate discrete mathematics course.

English Translation Teaching Model of Flipped Classroom Based on the Fusion Algorithm of Network Communication and Artificial Intelligence

With the advent of the information age and the rapid development of communication technology, traditional teaching methods and methods can no longer meet people’s needs for education in the information age. This research mainly discusses the flipped classroom English translation teaching model based on the fusion algorithm of network communication and artificial intelligence. This research proposes an Internet learning platform based on Tencent’s QQ communication software and mobile terminals. This learning platform can meet the learning needs of flipped classrooms, without spending a lot of investment in hardware and software development. This is a relatively ideal Internet learning platform suitable for students to carry out flipped classroom learning. Most of these mobile terminals have functions such as video playback, document reading and editing, wireless network connection, QQ communication, and large‐capacity storage. These functions provide support for the smooth implementation of flip class. The video playback function can meet the needs of students to download and watch microvideos. Students can use mobile terminals to watch anytime, anywhere. The document reading and editing function can help students read related learning materials online, including self‐study test questions, task lists, and teaching evaluation forms. Under this platform, students and teachers who are participants in the learning process are linked to each other through the QQ of the network terminal. The learning resources are uploaded by the teacher to the group file for students to download and watch. Students use the QQ group to give feedback and discuss difficult problems. This kind of learning network that flexibly chooses the learning time and place according to the individual student’s own situation is very efficient and convenient. After the English translation test, the failure rate of the experimental class was only 3.3%, while in the control class, the failure rate was 8.3%. This research will better integrate the flipped classroom teaching mode and English translation teaching by building a learning exchange platform, which will help improve the quality of teaching.