Flipped Class Research Articles

Comparison of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment: a randomized clinical trial

BackgroundSince effective education is one of the main concerns of every society and, in nursing, can lead to the education of successful people, the development of learning and teaching methods with greater effectiveness is one of the educational priorities in every country. The present study aimed to compare the effect of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment.MethodsThe present study was a Parallel randomized clinical trial study. The participants were 166 nursing students. The clinical trial data was collected from December 14, 2023, to February 20, 2024. The inclusion criteria were nursing students who had passed the first semester, who were willing to participate and install the app on their mobile devices, and who had no experience with the designed application for this study. The participants were allocated to four groups with colored carts. In the first group, teaching was performed via gamification in a flipped learning environment; in the second group, teaching was performed via the gamification method. A flipped class was implemented in the third group. In the fourth group, the usual lecture method was used. The practical performance to assess the physical health assessment with 10 questions using the key-feature questions, along with the satisfaction and self-efficacy of the students, was also checked with questionnaires.ResultsIn this study, 166 nursing students, (99 female and 67 male), with an average (standard deviation) age of 21.29 (1.45) years, participated. There was no statistically significant difference in the demographic characteristics of the participants in the four intervention groups (P > 0.05). Comparing the results before and after the intervention, the results of the paired t test indicated a significant difference in the satisfaction, learning and self-efficacy of the learners (P < 0.001). In the comparison of the four groups, the ANOVA results for the comparison of the average scores of knowledge evaluation and satisfaction after intervention among the four groups indicated a statistically significant difference (P < 0.001). When the knowledge evaluation scores of the groups were compared, the scores for gamification in the flipped learning environment were significantly different from the other methods (P < 0.05), and there was no significant difference between the scores for the flipped class and lecture methods (P = 0.43). According to the ANOVA results, when comparing the satisfaction scores of the groups, the students in the flipped learning environment and gamification groups were more satisfied than the flipped class and lecture groups (P < 0.01).ConclusionBased on the results of the present research, it can be concluded that teaching methods have an effect on students’ learning and satisfaction. The teaching method has an effect on the satisfaction of the students, and the use of the flipped class method with the use of gamification was associated with more attractiveness and satisfaction in addition to learning. Teachers can improve the effectiveness of education with their creativity, depending on situation, time, cost, and available resources, by using and integrating educational methods.

Comparative studies of the differences between flipped class and traditional class in orthopedic surgery education

Comparative studies of the differences between flipped class and traditional class in orthopedic surgery education

Mining and Optimization Strategies for Improving the Teaching Ability Path of Chinese Language and Literature Based on Big Data Analysis

Teachers must receive pedagogy training, curriculum updates with a variety of texts, and the integration of interactive methods in order to improve the teaching skill path for Chinese language and literature. In order to promote a dynamic and all-encompassing approach to education in the sector, emphasis is focused on language competency, cultural awareness, and technology integration. In this manuscript, Mining and Optimization Strategies for Improving the Teaching Ability Path of Chinese Language and Literature Based on Big Data Analysis (MOS-ITACL-BDA-FBPINN) is proposed. Initially input datas are gathered from Chinese MNIST in CSV Dataset. To execute this, input data is pre-processed using Regularized Bias-Aware Ensemble Kalman Filter (RBAEKF) and it is used to identify the missing datas, from the dataset. Then the pre-processed datas are given to FBPINN for improve the intelligence level of teaching ability of the Chinese Language. In general, FBPINN does not express adapting optimization strategies to determine optimal parameters to ensure accurate intelligence level of teaching ability improvement. Hence, the Binary Battle Royale Optimizer Algorithm (BBROA) to optimize FBPINN which accurately improved the teaching ability. Then the proposed MOS-ITACL-BDA-FBPINN is implemented in Python and the performance metrics like Accuracy, Precision, Recall F1-Score, and Area under the Curve (AUC) Score are analysed. Performance of the CTN-BMS-FRP approach attains 18.75%, 26.89% and 32.57% higher accuracy; 16.87%, 24.57% and 32.94% higher Precision and 18.43%, 25.64% and 31.40% higher Recall when analysed through existing techniques likedisc ussing Retracted: Intelligent Analysis and Application of Preschool Education Language Teaching Quality Based on Deep Neural Network (IAA-PELTQ-DNN), the Convolution Neural Network-Assisted Strategies for Improving Teaching Quality of College English Flipped Class (TQ-CEFC-CNN), and Construction of Chinese Language Teaching System Model Based on Deep Learning under the Background of Artificial Intelligence (CTN-CLTS-ANN), methods respectively.

A Study to Assess the Perception of Flip Class Method on Cervical Cancer among Nursing Students in Selected College of Nursing Kerala

A Study to Assess the Perception of Flip Class Method on Cervical Cancer among Nursing Students in Selected College of Nursing Kerala

Comparison of the development of investigative skills between Project Based Learning and the Flipped Class

This study compared the impact of Project Based Learning (PBL) with Flipped Classroom for developing scientific inquiry skills in 76 high school students. An Inquiry Skills Test was administered before and after the intervention to two study groups. Both groups experienced significant improvements ininquiry skills, with no statistically significant differences between them. A Pearson correlation analysis revealed a moderate correlation between PBL and the development of investigative skills. The results suggest that PBL and Reverse Classroom effectively improve these skills, with PBL showing a slightly stronger association.

Effectiveness of the Scientifically based Flipped Classroom Model to Increase Students' Critical Thinking Ability

In fact, the physics learning process in senior high schools does not encourage students to think critically, resulting in low learning outcomes. This research aims to test the effectiveness of a scientific-based flipped class model to enhance students' critical thinking abilities. The research method used is a quantitative method with a quasi-experimental design, specifically nonequivalent pre-test post-test control group design. The population of this study consists of all tenth-grade science classes at Kutacane State Senior High School 3, and the sampling technique used is total sampling, where tenth-grade science class I serves as the experimental group, while the tenth-grade science class II serves as the control group. The instruments used are observation sheets, tests, and questionnaires. Data were analyzed using the N-Gain test, the classical completeness test, and student response analysis. The results of the study showed that critical thinking skills, as measured by both the classical completeness test and N-Gain test, improved in both classes, with the experimental class showing a high gain index category, while the control class showed a moderate gain index category. Learning using a scientific-based flipped class model is effective in enhancing students' critical thinking abilities because it can facilitate students in accessing the provided learning materials.

Flipped Classroom Model: Minimizing Gaps in Understanding Mathematical Concepts for Students with Different Academic Abilities

Each student has a different amount of time to fully understand information, students with high academic ability (UA) need less time than students with low academic ability (LA). Teachers should apply learning models that can facilitate their study time according to their individual needs. The aim of this research is to assess which learning model is most optimal in reducing the gap in understanding mathematical concepts between UA and LA students. Apart from that, this research also evaluates the effectiveness of implementing the flipped class (FC) model in increasing students' understanding of mathematical concepts, compared to the problem-based learning (PBL) model and conventional learning models. The research method used was the N-Gain Test and ANCOVA. The research results show that the FC model is the most optimal in reducing the gap in understanding mathematical concepts between LA and UA students. In addition, both FC and PBL models have proven effective in increasing students' understanding of mathematical concepts when compared to conventional models. Future research could consider combining the FC model with PBL or other learning models to see whether combining these models can improve students' understanding of mathematical concepts more significantly.

The Effect of Padlet-assisted Flipped Classroom Learning Model on Critical Thinking Ability

The aim of this research is to compare the flipped classroom learning model assisted by Padlet and the blended learning model on critical thinking skills. The problem that will be studied is whether there are differences in the two dimensions of the learning model regarding critical thinking abilities. In this study, the independent variable (X) is the flipped classroom learning model assisted by Padlet. Meanwhile, the dependent variable (Y) is critical thinking. The research sample was taken from students at SMA Muhammadiyah 1 Surabaya. The research sample was taken from students who were normally distributed, had the same characteristics (homogeneous), and had the same average value. Then two groups (classes) were taken as samples two experimental group classes used a flipped class learning model assisted by padlet and two control group classes used a blended learning model. The data analysis technique used is the independent sample T-test statistical analysis technique. With a significance level of 0.05. The resulting Sig value is known. (2-tailed) of 0.025. The results show that there are differences in critical thinking abilities between the flipped classroom learning model, assisted by Padlet, and the blended learning model.

A Flipped Class to Support the Success of At-Risk Students

Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class.

Using cluster analysis to identify procrastination and student learning strategies in a flipped classroom

Flipped classrooms are becoming increasingly important in higher education. While their value over traditional practices has been identified, it is possible to implement a flipped classroom in many ways. Therefore, research needs to consider the distinct ways flipped classrooms are structured to identify their relative effectiveness. The usefulness of flipped classrooms is reduced when students’ procrastination in the pre-class phase, resulting in a lack of student engagement with online resources. This paper uses a cluster analysis of log-file data from three cohorts of a flipped classroom module, involving 169 undergraduate business students, to identify their learning strategies. It considers when students first begin to access online material and relates this to the timing of their classes and assessments. Two distinct learning strategies were identified. Prepared students accessed online resources as expected in advance of flipped classes. Assessment-focused students used the available resources after class to prepare for impending assessments. Prepared students performed significantly better than those that were assessment focused. In addition, there was more engagement with video-based material over text-based resources and also more engagement when assessments were weekly and low-stakes rather than terminal and higher-stakes. Concsequently, the way in which flipped classrooms are structured can reduce the level of student procrastination present and improve the effectiveness of this method.

Integrating basic sciences into clerkship rotation utilizing Kern’s six-step model of instructional design: lessons learned

BackgroundIt is generally agreed that basic and clinical sciences should be integrated throughout the undergraduate medical education, however, there is still need for continued formal integration of basic sciences into clinical clerkship in many medical schools across the globe.MethodsUtilizing Kern’s Six-Step Model of Instructional Design, we aimed to develop an intervention that would facilitate cognitive integration of basic and clinical sciences. After problem identification and targeted needs assessment through focused group discussion with the students and faculty, objectives were devised with an implementation plan of using flipped class approach to develop a content-focused and learner-centered teaching strategy. This intervention was piloted in the 2-week cardiology clerkship in Year 5. Evaluation of the content, integration, student and faculty experiences were recorded through in-depth interviews, FGDs and a formative MCQ test.ResultsFlipped classroom based integrated sessions were successfully developed. The implementation phase was met with challenges that primarily stemmed from the diverse teaching styles among faculty members, hesitance to deviate from conventional practices, variations in clinic timings, and demanding schedules. Noteworthy observations were in terms of ownership of the project, the need for faculty development in modern student-centered teaching pedagogies, opportunities for content improvement, scheduling of sessions, and suggestion of revisiting fundamental concepts in basic sciences through a brief boot camp-style session at the onset of the clerkship. The role of flipped case model and clinical cases in integrating basic sciences into clinical sciences were appreciated by the students. Standardization in teaching practices was identified as the major challenge by the faculty.ConclusionsA functional, learner-centered framework of cognitive integration of basic sciences in clinical sciences curriculum of cardiology rotation was developed with a potential to be implemented in other clerkship rotations.

Upaya Meningkatan Kapasitas Guru dalam Melakukan Asessmen di SLB Melalui Kegiatan Workshop

Increasing teacher capacity in carrying out assessments is crucial in special education units. Class teachers in special schools need to have the skills and courage to carry out informal assessments so that the learning program is appropriate to the students' conditions. This research aims to describe the implementation of increasing teacher capacity in conducting assessments in Special Schools. Data collection used a qualitative approach in the form of unstructured interviews, participant observation, and documentation studies. Data were analyzed by means of data reduction, data display, and drawing conclusions (Miles &amp; Hubberman). The validity of this research data was carried out by data triangulation, researcher diligence, and member checking. The results of this research reveal that the assessment workshop process can be carried out in a flip class with online sessions for conceptual material related to assessment, while offline sessions are for practice in preparing instruments and implementing assessments. Teacher capacity building activities are indeed important, but their implementation requires effective and efficient arrangements so that teachers are ready to receive the material. However, it is recognized that the assessment workshop can provide teachers with an understanding of how to make instruments. The description of the implementation of the assessment workshop in this research can be used as a reference for managers of other special education institutions by emphasizing attention to better management of the implementation of activities.

The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels.

Flipped classes can improve English language teaching and learning, especially reading outcomes, by enhancing student engagement and motivation through interactive and captivating educational materials. The goal of this study is to examine the effects of different schema activations in different English flipped class formats in pre-reading activities on the reading comprehension of students with different reading proficiency levels. A quasi-experimental research design was employed involving 30 first-year students from the first university and 28 first-year students from the second university in Surabaya, Indonesia, who were studying English as a general course at an intermediate level. The study used informed consent and two different formats, A and B, where pre-reading tasks were completed in class or asynchronously online, respectively. The study found that using video-based pre-reading activities in flipped class can improve comprehension and schema acquisition. Flipped classes can provide personalized learning experiences, but its effectiveness varies depending on the strategies and delivery methods used. While most students benefit from flipped classes, those who struggle with self-discipline and time management may find it challenging to adapt to the online component and may experience lower performance as a result.

Utilizing Flipped Classroom and the First Principles of Effective Instruction in Teaching Finite Geometry

The flipped classroom approach has been used as a variation of digital learning even before the covid-19 pandemic. Using this approach and the First Principles of Effective Instruction, this study determined and compared the proving skills of higher education students in finite geometries using true experimental research involving two equivalent classes in Modern Geometry. Data on proving competencies were gathered from the 27 pairs of randomly selected respondents and were subjected to data exploratory analysis to ensure the appropriateness of statistical tools for data analysis. Results reveal that both classes performed equivalently in the pretest. However, the flipped class exhibited a statistically significant improvement in the posttest and in-class activities than the non-flipped class. Additionally, the flipped class was found to have equivalent performances in both individual and group in-class activities. The results showed that necessary competencies in proving theorems can be attained using the flipped classroom approach following the activation, demonstration, application, and integration phases of instruction. The study recommended using the approach to support students learning achievement, performance enhancement, and active learning environment. It can also be incorporated into crafting an adaptive learning continuity plan for the post-pandemic recovery period and beyond. Keywords: active learning, critical thinking and problem-solving skills, finite geometry, first principles of effective instruction, flipped classroom, pandemic, proving theorems

Mind Map As A Tool For Enforcing Learning During Flipped Class: Application to Petroleum Engineering

Flipped learning has been proven to be an efficient learning strategy that can enforce learning and improve many desirable skills and attributes for learners. To properly implement a flipped class, the educator must use appropriate tools to facilitate learning during the pre-class (i.e., self-study) and in-class (i.e., with the educator) stages. The preclass stage of a complete flipped class process requires students to self-learn with the minimum educator guidance. However, educators should ensure they create a resourceful learning environment for students to learn properly. This environment should consider directing the students and supporting them with efficient learning tools and scaffolding instruments to minimise their endeavours and make them more learning-focused. Mind maps are examples of tools that students may use to summarise lecturing notes, digest the learning contents easily, discuss the concepts with peers and groups, share the contents with lecturers and class, and finally get constructive feedback from lecturers and peers. In this work, the mind map was used to enforce students’ learning during a flipped class of two petroleum engineering core subjects at a Malaysian university. Two batches of students simultaneously taking two core subjects in the January 2022 semester were guided to use mind maps for learning during the pre-class step of implemented flipped classes. Students were directed to reading material and asked to use mind maps during pre-class to summarise and digest the contents before presenting in hybrid (physical-online) classes, during which the lecturer gives instantaneous feedback. After the flipped class, data was collected to assess the impact of the implemented mind map-inclusive flipped class framework on learning performance. Two data sources were used, students’ responses to an online survey and student marks of two coursework components related to the intended course learning outcome (Quiz 2 and Test 2). The responses to the survey revealed that using mind maps has substantially improved all four indicators. The student marks in the two coursework components indicated satisfactory learning performance.Keywords: cognitive domain, engagement, flipped class, mind maps, soft skills.

A Collaborative Filtering Recommendation Algorithm Model Based on User Feature Transfer

The quality of teaching resources and recommended practices in flipped classrooms determine the advantages and disadvantages of this educational model. However, current teaching resource recommendation platforms suffer from issues such as cold startup and sparse data. In order to address these issues, a collaborative filtering recommendation algorithm based on user feature transfer was proposed and utilized to examine the correlation between students’ preference behavior and the recommendation of teaching resources in flipped classes for tourism management. The aim was to enhance the quality of teaching in current classes. Using this algorithm, a transfer by user feature (TUF) model is constructed. In this model, a soft embedding method is employed to accurately extract user feature information in the auxiliary space. This method addresses the challenge of filling large-scale missing matrices in the auxiliary space. Additionally, singular value decomposition is performed to obtain more precise user features. Finally, an optimized Wiberg algorithm with rapid convergence is designed to solve the constructed model. The performance of this algorithm is measured and compared using two common datasets. Compared to other algorithms, the proposed algorithm demonstrates superior performance and a lower mean absolute error value. In summary, the recommendation algorithm can enhance the quality of resource organization and provide more suitable personalized recommendations for the recommendation platform. This is beneficial for improving the quality of students’ learning.

Marching to the Beat of One’s Own Drum: A Comparison of Students’ Understanding of Linear Equations and Perspectives on Learning Mathematics in a Flipped and Non-Flipped Classroom

This study compared two teaching approaches (flipped vs non-flipped) for the topic of linear equations in two Australian secondary mathematics classes taught by one teacher. Both the flipped and non-flipped classes demonstrated similar improvement in understanding directly after the topic. However, the flipped class had greater retention of understanding three weeks after the topic. Student attitude data showed no significant differences (p > .05) between the two classes before or after the topic. Open-ended responses from students revealed favorable perceptions of the flipped approach for most students. These included enhanced support for learning through an ability to control their own learning and ability to review explanations on demand. Some students expressed difficulty in not being able to seek immediate clarification from the teacher when watching the videos, highlighting a drawback of the approach.

Combining flipped class sessions with traditional lectures in a non-computational upper level economic geology class

Flipped classrooms have been shown to be useful in both introductory and advanced computational Earth Science courses. However, to date they have not been implemented in advanced level non-computational courses. Here we assess a three-year study into the use of flipped classroom techniques in a fourth year undergraduate Mineral Deposits class. One to two flipped classrooms were used to teach porphyry deposits, iron oxide copper gold and/or volcanogenic massive sulfide deposits. The effectiveness of the technique was assessed using a combination of student feedback forms, comparison of students’ ability to answer exam questions from topics taught by flipped classroom versus other topics taught by traditional methods, and interviews with students 6 to 36 months after completion of the course. The students’ ability to answer lecture exam questions was slightly higher in topics taught as flipped classrooms compared to traditional techniques. Whereas the students’ ability to answer laboratory exam questions was slightly lower between topics taught as flipped classrooms. However, most students did think that the flipped classrooms were useful and aided in their learning of the material. The use of video lectures was particularly appreciated by some who found that it increased their flexibility and ability to absorb the material at their own pace. As such we determined that flipped classrooms are an effective technique for teaching upper-level non-computational Earth Science courses and they increased behavioral, emotional, and cognitive engagement.

Using Adult Learning Theory to Explore Student Perceptions of the Flipped Class Method

Flipped classes have been gaining in popularity in recent years, and yet only a handful of marketing education papers have examined flipped class methods. In a time when creative methods for engaging students online and in-person are critical, this study analyzes open-ended, qualitative student comments from a flipped class course to explore the benefits and drawbacks of this method. This paper will also examine the qualitative student feedback through the lens of adult learning theory (ALT) to see the ways in which student comments overlap with best practices in the adult learning field. Three sections of a business communication course were converted into a flipped class, and qualitative responses from 84 students were analyzed. This research will help fill a much-needed gap in the marketing education literature by providing key insights into flipped class approaches while also connecting them with ALTs, which have heretofore remained under-explored in marketing education.

Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance?

AbstractGamification has often been used to stimulate learner engagement via intangible rewards, such as virtual points and virtual badges, rather than material goods or benefits. However, not all learners value such intangible rewards; some express their desire to redeem intangible rewards for utilitarian resources or benefits. Although tangible rewards have long been considered a key gamification mechanism in commercial loyalty programs, few studies have explicitly explored its effectiveness in the context of gamified education. To address this gap, the present study used a randomized controlled trial approach to examine the effects of tangible rewards that are redeemed through intangible rewards on students' intrinsic motivation, behavioural and cognitive engagement, and learning performance in a fully online gamified flipped class. Each student was randomly assigned either to the tangible rewards group (EG = 28) or the intangible rewards group (CG = 29). The students in EG significantly outperformed those in CG in terms of intrinsic motivation, behavioural engagement, cognitive engagement and learning performance in the final exam. The results provided practical implications for instructors who plan to use tangible rewards in their gamified classes. Practitioner notesWhat is already known about this topic Fully online learning often suffers from a lack of student engagement. Gamification is often used to stimulate learner engagement via intangible rewards (eg, virtual points and badges) that do not contain any utilitarian benefits outside the gamified system. Not all learners value intangible rewards over time—instead, they desire to convert the intangible badges or points into more utilitarian benefits/resources. What this paper adds This study conducted a randomized controlled experiment to compare the effects of redeemable tangible rewards and intangible rewards on student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance. The tangible rewards group significantly outperformed the intangible rewards group in all aspects. Implications for practice Using tangible rewards is better than merely using intangible rewards in gamified learning. Practitioners should link tangible rewards to a standard of performance. Practitioners should also set a specific and moderately challenging redemption goal.