Concept Of Flipped Classroom Research Articles

Study on English Teaching Reform in Higher Vocational Colleges based on “Flipped Classroom”

The flipped classroom teaching model has sparked heated discussions at home and abroad. This teaching mode is different from the traditional classroom teaching mode, on the one hand, it is conducive to promoting the overall improvement of teachers’ teaching ability and teaching level. On the other hand, it can cultivate students’ initiative in learning, exercise students’ critical thinking ability, and ultimately realize the cultivation of English talents in the higher vocational education stage. Through interviews and questionnaire surveys of Class 3 and Class 4 students of Grade 20 Business English major in Tangshan Maritime Institute, this paper introduces the concept of flipped classroom and compares and analyzes it with the traditional model of higher vocational English teaching in Tangshan Maritime Institute. In view of the advantages and disadvantages of the two, this paper proposes the reform strategy of higher vocational English teaching based on flipped classroom, and puts forward its own insights on future career development.

An Empirical Analysis of Social Interaction in Online Teaching in Open Universities Based on Flipped Classroom.

As a teaching model, flipped classroom can stimulate students' learning interests and promote students' positive social interactions. As an adult university relying on information technology to carry out online teaching, open universities need to pay attention to the online learning quality of adult students. This study attempts to apply the concept of flipped classroom to online teaching in open universities. While exploring the feasibility of the online flipped classroom teaching model, it adopts an equal group experiment method, content analysis method, and social network analysis method to compare the social interaction level difference between online teaching based on flipped classroom and conventional online teaching. The results show that online flipped classroom has a positive and significant impact on student's cognitive processing level and knowledge construction level and can promote groups to form complex knowledge network forms. This shows that network teaching based on flipped classroom can exercise students' high-order thinking ability, enhance students' cooperative consciousness and behavior, and stimulate students' subjectivity in learning. The purpose of this study is to provide references for promoting interactive behavior and quality in online teaching.

Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education.

Flipped classroom (FC) is a “blended” instructional approach that requires students to complete pre-lecture individual learning tasks in preparation for participating in related in-lecture peer learning activities. One of the critical problems of FC has been students’ lack of motivation to complete the assigned online pre-lecture tasks prior to attending the corresponding face-to-face lectures. Spherical video-based immersive virtual reality (SV-IVR), which can be produced without costly computing equipment and sophisticated technical expertise, is a technological tool with considerable potential for enhancing teaching and learning. This mixed-methods study was grounded in the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction). A total of 188 education students (i.e., pre-service teachers) who were generally knowledgeable about the pedagogical concept of FC evaluated the ARCS motivational affordances of SV-IVR in support of the pre-lecture stage of FC. These students were from teaching majors of (i) language education, (ii) social and humanities education, and (iii) mathematics and science education. The results indicated the participants across the 3 majors positively perceived SV-IVR as having desirable benefits on “A,” “R,” and “S,” but not “C.” This research provides new insights into adopting SV-IVR in FC, in particular, shedding light on leveraging this technological tool in pre-service teacher education.

History of the Flipped Classroom Model and Uses of the Flipped Classroom Concept

Flipped Classroom (FC) Model is an approach based on learning the simple and theoretical parts of a subject in extracurricular time through educational technologies and performing higher-level studies during class time. With the development and spread of educational technologies, the interest in the FC Model has increased. In the present study, we aimed to reveal the historical development of the FC Model, which is a current teaching model, and what kind of uses it has as a concept. The findings, which were put forward in line with this purpose, were reached by the document analysis method. With reference to the results of the research, although the ideas and practices that paved the way for the emergence of the FC Model are older, it could be said that the approach was expressed as a concept in its present form in 2000. In addition, it was revealed that the interest in the FC Model continued to increase over the years and it was expressed with several concepts. As a result of the investigation, it was determined that flipped classroom was the one used most among these concepts. Based on the results of the study, certain suggestions were made. It is expected that this research will contribute to the field in terms of revealing the historical development of the FC Model and the concepts in which the concept of FC is used in the literature.

Benefits and Limits of Flipped Classroom Implementation in Higher Education

This theoretical study explores the flipped classroom concept as an innovative teaching method within higher education. The main aim is to present the benefits and limits of implementing the flipped classroom in the Czech higher educational context. The authors evaluate problematic areas of implementing the flipped classroom based on a content analysis of research studies from selected European countries and specify possible bottlenecks affecting its implementation in the Czech university environment. Referring to the results, the flipped classroom concept promotes student-centred learning, the activation and development of students’ competence to learn, but its effective implementation in the university environment is contextually conditioned.

The Flipped Classroom Opportunities within The Hybrid Learning Approach in the UAE

Many higher education institutions are focusing on flipped classroom to gain the benefits that can be reaped for the institution, the students and teachers. The attractiveness of the flipped classroom is increasing, due to the Covid-19 situation and the promptly switch to the online teaching approach by many institutions. Based on the researchers' preliminary investigation, the utilization of flipped classrooms approach among educators is still not fully exploited. This initial and seed research aims to investigate students' and educators' point of view concerning the application of the flipped classroom concept. This qualitative research is based on interviews of focus groups, observations and mini structured surveys that aim to answer the main research question how the students and educator view flipped classroom. The researchers collected data from some 300 students and about ten educator form information systems and engineering disciplines. The research results reveal that students, as well as educators, are aware of flipped classrooms but more training in the tools and concepts of the flipped classroom is required. Flipped classrooms can bring enormous benefits to students, institutions and educators. The outcomes of this research work showed that students and educators prefer the flipped classroom approach in some aspects. In this paper, we provide and discuss the employment of the flipped classroom idea in a hybrid learning setting. We trust that this is an innovative learning strategy when the proper modern technology is utilized. Such as the utilization of smart gadgets to perform different tasks, like teaching, designing question bank, assessment of students, feedback…etc. We further focus on the use of information technology as well as the development of the course content. This paper provides a case study of hybrid learning flipped classroom at HCT. As the HCT is running completely hybrid in the last couple of years. As a result of this study in the United Arab Emirates, 62% of the teachers were comfortable with flipped classrooms

THE DEVELOPMENT OF KINDERGARTEN STUDENTS’ ATTITUDE APPLYING FLIPPED CLASSROOM CONCEPT IN COVID-19 SITUATION


 This research was collaboratively conducted with Indonesian students aimed to 1) develop and evaluate the efficiency of Flipped Classroom management, 2) investigate the efficiency of Flipped Classroom management, 3) Study the positive attitude of kindergarten students applying flipped classroom concept and 4) Study the parents’ satisfaction. The target groups consisted of 17 kindergarten students learning by using Flipped Classroom lesson plans in Covid-19 situation. The Flipped Classroom lesson plans for teaching in Covid - 19 situation in the 1st semester of Academic year 2021 were used for teaching from June to October 2021. The research tools were Flipped Classroom lesson plans consisted of 4 plans for 4 weeks and assessment form. The data was analyzed using descriptive statistics including frequency, percentage, mean, standard deviation, index of efficiency, effectiveness index and relative gain scores.
 The results of the research were as follows. 1) For the evaluation of the use of Flipped Classroom lesson plans for kindergarten 1 students, each of the lesson plans was average scored 3.7 – 4.3. Overall, the lesson plans were average scored at high level (x̄= 4.0, S.D.=0.93), the efficiency index (E1/E2) was 62.25/82.83 which was lower than the criteria. 2) The index of efficiency of Flipped Classroom lesson plans was 0.5454, and the students' improvement increased 54.54 percent. 3) The students’ attitude for learning with flipped classroom lesson plans was highly effective (x̄ =9.94, SD = 0.51) and 4) Parents’ satisfaction after using flipped classroom with kindergarten students was highly satisfying (x=2.32, SD = 0.66)

EFFECTS OF ENGLISH INSTRUCTION USING THE FLIPPED CLASSROOM CONCEPT TO DEVELOP SPEAKING SKILL OF GRADES 1 - 3 IN COVID-19 SITUATION

This research is conducted with Indonesian students. The objectives of the research were: (1 ) to develop and verify the efficiency of the Flipped Classroom Plan for Grades 1 - 3 ( 2 ) to examine the effectiveness of the Flipped Classroom Plan for Grade 1 - 3 Students (3) To study the learning achievement of grades 1 - 3 students who studied using a flipped classroom learning activity plan in the situation of COVID-1 9 , the researcher used the research process in the first semester of the academic year. 2021 Data was collected between July and October 2021. Tools used include Plan to organize learning activities in a flipped classroom, 10 plans, 1 0 hours, with speaking skill assessment. Data were analysed using basic statistics such as frequency, percentage, mean, standard deviation. average efficiency performance index Effectiveness Index and relative development scores. The results of the research on the effects of English instruction using the flipped classroom concept to develop speaking skill of Grades 1 - 3 in COVID-19 situation. The results of the research were summarized as follows.

THE DEVELOPMENT OF ENGLISH-SPEAKING SKILLS OF PRIMARY 3 STUDENTS IN COVID-19 SITUATION THROUGH FLIPPED CLASSROOM CONCEPT INTEGRATING WITH CLASSROOM ACTION RESEARCH


 The English language has become a very crucial part of everyone's life. English communicative skill especially speaking skill is an important foundation for students to interact with others. Now that in the crisis of COVID-19 situation, face-to-face teaching is not available. As the result, the lack of speaking competency can lead to ineffective communication. The purposes of this study were (1.) to develop and verify the efficiency of the Flipped Classroom lesson plan for Primary 3 students (2.) to investigate the effectiveness of the Flipped Classroom lesson plan for Primary 3 students (3.) to study the result of student’s English-speaking skill after learning by Flipped Classroom Concept and to examine students’ satisfaction on flipped classroom teaching. A mixed research method was used, collecting data through various sources, including pre-and post-tests on speaking skills, a questionnaire (“Students’ satisfaction on learning by Flipped Classroom Concept”), the teacher’s in-class observations. The data were analyzed using descriptive statistics for data analysis including frequency, percentage, mean, standard deviation, average efficiency value, index of efficiency, and relative gain scores. The results of the research were as follows. 1) For the evaluation of the use of Flipped Classroom lesson plans for Primary 3 students, each of the lesson plans was averagely scored 4.44 – 4.50. Overall, the lesson plans were averagely scored at a high level (x̄= 4.46, S.D.= 0.89), the efficiency (E1/E2) was 82.74/84.3 which was higher than the preset criteria. 2) The index of efficiency of Flipped Classroom lesson plans was 0.57692, and the students' improvement increased 57.69 percent. 3) The students’ English-speaking skills analyzed from the relative gain scores of English-speaking skill development results showed that the percentage of pretest scores was 62.9 and the percentage of posttest score was 84.3, and the percentage of growth score was 62.14 of which was interpreted as high level. The results show that not only did students’ English-speaking skills were improved significantly but also the lesson was more engaging and active after the Flipped Classroom Concept was employed in their classroom. The findings of this study may benefit educators who are interested in applying technology in teaching English-speaking skills.

The Development Of Learning Achievement In English Languages Of Grade6 Students In Covid-19 Situation By Applying The Flipped Classroom Concept Inverted

This research is conducted with Indonesian students. The objectives of the research were: (1) to develop and verify the efficiency of the Flipped Classroom Plan for Grade 6 (2) to examine the effectiveness of the Flipped Classroom Plan for Grade 6 Students (3) To study the learning achievement of grade 6 students who studied using a flipped classroom learning activity plan in the situation of COVID-19, the researcher used the research process in the first semester of the academic year. 2021 Data was collected between June and October 2021. Tools used include Plan to organize learning activities in a flipped classroom, 4 plans, 10 hours, with pre-test and post-test. Data were analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation. average efficiency performance index Effectiveness Index and relative development scores. The results of the research on the development of English language learning achievement of grade 6 students in the situation of COVID-19 by applying the concept of a reverse classroom. The results of the research were summarized as follows. 1. The results of the study of the assessment of the learning management plan by applying the flipped classroom concept to improve students' English learning achievement. Grade 6 in the situation of COVID-19 by experts the mean per plan ranged from 3.6 – 4.4 and the overall mean was 4.12, the standard deviation was 1.00. The results of the review of the efficiency of the Flipped Classroom Plan for grade 6 students were: The quality and appropriateness of each learning management plan were at the highest to the highest level, and the overview of the results The assessment of all learning management plans were at a high level (x̄= 4.12, S.D.=1.00) and the results of the plan's effectiveness was examined. The flipped classroom for students in grade 6 had a process efficiency value (E1) of 76.86, the efficiency of the result (E2) of 79.20, efficiency (E1/E2) of 76.86/79.20 high. then the set threshold is 75/75 2. The results of the study on the effectiveness index of the Flipped Classroom Plan for grade 6 students (N=30) found that the application of the Flipped Classroom concept was used to improve the results. The English language learning achievement of Grade 6 students in the COVID-19 situation with an overall average effectiveness index of 0.6648, indicating that the Flipped Classroom plan helped students achieve a hundred percent higher. 66.48 each 3. The results of a study of the learning achievement of gr 6 students who studied using the flipped classroom learning management plan in the situation of COVID-19 by analyzing the relative development scores. of achievement, the percentage of scores before school was 46.66, the percentage of scores after school was 79.22, and the percentage of development was 68.40. The overall developmental level result according to the criteria was high. They can be divided according to the following criteria: There are 3 people with very high development and 27 people with high development.

APPLYING OF THE FLIPPED CLASSROOM CONCEPT TO DEVELOP LEARNING ACHIEVEMENT IN ENGLISH LANGUAGES OF GRADE 4 STUDENTS IN COVID-19 SITUATION

This research is conducted with Indonesian students. The objectives of the research were: (1) to develop and examine the efficiency of the Flipped Classroom learning management Plan for Grade 4 (2) to examine the effectiveness of the Flipped Classroom Plan for Grade 4 Students (3) To study the learning achievement of grade 4 students who studied using a flipped classroom learning activity plan in the situation of COVID-19, the researcher used the research process in the first semester of the academic year. 2021 Data was collected between June and October 2021. The research results were as follows 1) The results of the development and review of the efficiency of the classroom – style learning management plan flipped Classroom for Grade 4 students found that learning management plan Classroom of Grade 4 students. The results of the study of the assessment of the learning management plan by applying the flipped classroom concept to improve students' English learning achievement. Grade 4 students in the situation of COVID-19 by experts the mean per plan ranged from 4.0 – 4.33 and the overall mean was 4.11, the standard deviation was 0.72 The results of the review of the efficiency of the Flipped Classroom Plan for grade 4 students were: The quality and appropriateness of each learning management plan were at the highest to the highest level, and the overview of the results The assessment of all learning management plans were at a high level (x̄= 4.11, S.D.=0.72) and the results of the plan's effectiveness was examined. The flipped classroom for students in grade 4 had a process efficiency value (E1) of 80.08, the efficiency of the result (E2) of 73.98, efficiency (E1/E2) of 74.28/76.26 high. then the set threshold is 70/70 2. The results of the study on the effectiveness index of the Flipped Classroom Plan for grade 4 students (N=6) found that the application of the Flipped Classroom concept was used to improve the results. The English language learning achievement of Grade 4 students in the COVID-19 situation with an overall average effectiveness index of 0.670, indicating that the Flipped Classroom plan helped students achieve a hundred percent higher. 68.54 each 3. The results of a study of the learning achievement of grade 4 students who studied using the flipped classroom learning management plan in the situation of COVID-19 by analysing the relative development scores. of achievement, the percentage of scores before school was 44.44, the percentage of scores after school was 82.22, and the percentage of development was 68.64. The overall developmental level result according to the criteria was high. They can be divided according to the following criteria: There are 2 students with very high development, 3 students with high development and 1 student scored moderate growth.

Evaluating the Technology-Enhanced Flipped Classroom Through the Students’ Eye: A Case Study

Emergency remote teaching (ERT) during the unprecedented global pandemic, COVID-19, identified the pressing need for innovative teaching methods that support and foster technology-enhanced active learning through the distance education paradigm. Distance education is not a new phenomenon, while the flipped classroom concept is also a well-researched method. However, there have been rather few studies about the flipped classroom (FC) approach in higher education with the support of technology. This study contributes by critically exploring how full-time distance students perceived the usefulness of the Technology-enhanced Flipped Classroom (TEFC) approach to support their graduate studies. A series of semi-structured interviews (n=7) collected the empirical data for this qualitative method of inquiry. Moreover, teaching materials were used for the data collection, while the interviews were preceded by a preliminary observational study in a TEFC in a STEM graduate-level course. Through thematic analysis, three major themes were identified that offered a broader insight into the students' perspectives concerning the benefits and challenges of the TEFC concept. The themes were sentimental involvement, technical FC design, and peer-communication. The primary finding revealed that the students perceived the discussion-based sessions in the TEFC to have enabled them to foster their knowledge transfer. It was also perceived as particularly positive in its ability to contribute to and influence the discussion flow. These validated earlier claims concerning a positive perception of the TEFC concept in the formal learning process. This research discovered that TEFC is a viable tool to support learning in a pandemic situation by empowering students and facilitating active learning through information and communication technologies (ICT).

TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN LEARNING WRITING

The flipped classroom is a relatively recent method of the teaching-learning process. Based on the current pandemic of COVID-19, a flipped classroom is one of the suitable learning models to use. It aims to improve student engagement and performance by bringing technology to the teaching-learning process outside of the classroom. However, the flipped classroom model is not widely used in Indonesia. This study discusses instructors' perspectives on using the flipped classroom concept in teaching writing. The subjects of this study were six Senior High School English teachers that used the flipped classroom to teach writing for the twelfth grade of Senior High School. The data were collected by using an open questionnaire and unstructured interview. The researchers provide the data by using a descriptive qualitative approach. This research shows that the flipped classroom is one of the modern learning models with several benefits and facilitates the teacher and the students in the teaching-learning process. The teachers can use the material they have prepared (in videos, PowerPoint, or modules) to teach several classes while the students have an opportunity to be more independent and active in learning because of their high curiosity. Keywords : Flipped Classroom, Writing, Teachers’ Perceptions

Engineering education amid a global pandemic

To investigate the impact of the sudden shift to online education triggered by the COVID-19 pandemic, a survey was conducted among international mechanical engineering students, specializing in manufacturing technology, at the TU Dortmund University. The surveyed students, were exposed to differently structured online courses from different institutes, as well as dynamic developments in each online course, over the semester and thus were able to effectively assess the pros and cons of the different teaching styles. To get the viewpoints of both the involved parties on how a successful online education course needs to be structured, a similar survey was also conducted among manufacturing engineering professors involved in Germany. The survey, a combination of Likert-scale and free-text questions, tackled the aspects of motivation to teach and learn, ensuring effective teaching and learning, and proper assessment of the learning outcomes in an online education system. The results show that both parties initially struggled with the transition, but later adapted quickly to the new style of online teaching that was inspired by the conventional flipped classroom concept. Certain structures and approaches to online teaching, such as pre-recorded lectures; interactive Q&A sessions; quizzes for self-assessment, are preferred by students and teachers alike. Aspects where the viewpoints differed could be explained by the difference in age and the experience in using digital equipment. A challenge specific to online engineering education is on offering laboratory experiences to students. Possible solutions such as virtual labs, remote labs and digital-live labs that aid in overcoming this challenge are presented. Finally, based on the survey results and the author experiences on digital laboratories, best practice guidelines are presented that will help the readers in the design and deployment of online engineering courses.

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study).

Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

Flipped Classrooms in Higher Education in Algeria during Period of COVID19: Challenges and Difficulties

Nowadays in Algeria, the recent trend to decentralize educational powers has wheeled an increasing need for innovation in classrooms and at universities and because of Virus Corona too. As a result, one recommendation was proposed that higher education should make greater use of technology and each teacher should use a projector in his lectures, each student should have access to a portable computer and all the teachers are obliged to post their lectures on the site of their universities from March 15th, 2020 to their students. In this period all the universities and institutes are closed. Therefore, students must take and understand their lectures from universities’ sites. In the South of Algeria exactly in Bechar where the department of foreign languages fails to address the needs of students properly in learning languages and many inspectors of education criticize students of English for their lack of professional training and the resulting inability of students to discharge professional duties that lie ahead because most of the students find it difficult to attend classes and there seems to be a need of Flipped Classrooms for greater flexibility in the course delivery. Since the flipped classroom is a hot topic not only among educators but also among the general public especially in this period of the universal virus which is COVID-19. Hence, this study aims to reflect on the use of Flipped Classrooms in higher education in Algeria by investigating its current status, assessing its pedagogical viability in higher education; exploring its different forms; identifying different options to implement the Flipped Classroom concept and related advantages and disadvantages, and considering technical and cost-related constraints of the Flipped Classroom. To fulfill this objective, the researcher used a questionnaire addressed to students and conducted an interview with the teachers of Bechar University. The finding of the research revealed that all the students are against technology; they prefer the handout (copies) which is the primitive way. They are against closing universities; they think it is just political ideas and they believe that Corona Virus cannot reach the Sahara of Algeria.

Metaphoric perceptions of pre-service teachers about ‘LEGO Robotic Instructional Practices,’ ‘Augmented Reality’ and ‘Flipped Classroom’ concepts

The aim of this study is to reveal perceptions of pre-service teachers about ‘LEGO robotic instructional practices,’ ‘augmented reality’ and ‘flipped classroom’ concepts through metaphors. The study is descriptive research that was conducted as a survey model. The study group consists of 37 pre-service teachers studying the undergraduate programme of Science Teaching, Faculty of Education of a university in the Western Black Sea Region in the spring semester of the academic year 2016–2017. A form consisting of three open-ended questions was used as a data collection tool during the study. The data acquired were analyzed through content analysis method. Following the study, 15 different metaphors created in relation to the LEGO robotic instructional practices concept were categorized as ‘edutainment tool,’ ‘a technological tool’ and a ‘development tool,’ while 24 different metaphors created in relation to the augmented reality concept were categorized as ‘Perception Of Reality’, ‘A Technological Tool’, ‘Change/Transformation Tool’ and ‘Entertainment Tool’. Moreover, 25 different metaphors created in relation to the flipped classroom concept were classified in two categories as a ‘form of education’ and ‘an education shaping tool’. Moreover, almost all of the metaphors created were observed to have positive features.

Iskustva učitelja u primeni hibridnog modela izokrenuta učionica u nastavi prirode i društva tokom pandemije

With the appearance of the Sars-Cov2 virus pandemic, all schools in Serbia, as well as in almost all parts of the world, applied a combination of online and direct teaching ‒ hybrid teaching. Flipped classroom is the most famous model of hybrid teaching, which implies “reversal” of the classic way of working in the classroom and at home. Students learn new teaching contents at home, with the help of multimedia contents, and at school the material is determined and applied through active teaching ‒ discussion, research activities, problem solving, experiments, projects, etc. The aim of the research is to examine the attitudes and experiences of teachers working in primary schools on the application and didactic-methodological specifics of the flipped classroom teaching model. The results show that teachers are familiar with the concept of flipped classroom and very successfully determine the key elements related to its didactic and methodological specifics. The largest number of respondents points out the following key elements of flipped class- room: swiching schoolwork for homework, emphasizing the individualization of teaching, problem solving, interactivity in teaching, active participation of students, etc., which are actually the most important features and advantages of this innovative model. Most teachers have a positive attitude towards the flipped classroom model and its application in teaching science during a pandemic. It is assumed that it is worth investing additional efforts in the implementation of this model of work in teaching practice, because a positive attitude of teachers towards a novelty is a necessary, certainly not sufficient, condition for innovating the teaching process. Additional support and training of teachers, as well as a database with examples of good practice for the application of flipped classroom, would certainly contribute to intensifying the application of this model in schools, both in teaching science and other subjects, especially during the pandemic, which contributed to a more frequent use of hybrid teaching.

Investigating the Acceptance of Flipped Classroom and Suggested Recommendations

Many higher education institutions are focusing on flipped classroom to gain the benefits that can be reaped for the institution, the students and teachers. The attractiveness of the flipped classroom is increasing, due to the Covid-19 situation and the promptly switch to the online teaching approach by many institutions. Based on the researchers’ preliminary investigation, the utilization of flipped classrooms approach among educators is still not fully exploited. This initial and seed research aims to investigate students’ and educators’ point of view concerning the application of the flipped classroom concept. This qualitative research is based on interviews of focus groups, observations and mini structured surveys that aim to answer the main research question how the students and educator view flipped classroom. The researchers collected data from some 300 students and about ten educator form information systems and engineering disciplines. The research results reveal that students, as well as educators, are aware of flipped classrooms but more training in the tools and concepts of the flipped classroom is required. Flipped classrooms can bring enormous benefits to students, institutions and educators. The outcomes of this research work showed that students and educators prefer the flipped classroom approach in some aspects.

Study on the Teaching Mode Based on OBE-BOPPPS – Taking Computer Application Fundamentals as an Example

The implementation of flipped classroom can help students achieve the goal of deep learning, and the BOPPPS model which is rising in recent years provides a basic framework for the implementation of flipped classroom. Through the analysis of the concept of flipped classroom and the feasibility of constructing the flipped classroom teaching mode of computer application foundation, this paper summarizes the methods of constructing the flipped classroom teaching of Computer Application Fundamentals, hoping to provide reference for the flipped classroom teaching in higher vocational colleges. Teaching practice shows that the OBE-BOPPPS teaching mode is helpful to solve the problems in the teaching process, improve the teaching quality of university teachers, improve the learning effect of students, and promote the teaching reform of basic computer courses.