Flipped Classroom Environment Research Articles

Video-based lecture engagement in a flipped classroom environment

Purposeto analyze which factors are associated with students’ engagement and participation in video-based lectures in a flipped classroom environment.MethodsA single-center experience with video-based lectures in undergraduate medical education is described. The activity was applied to the subject of Neurosurgery during two consecutive courses (2021/22 and 2022/23). The videos were available prior to face-to-face classes through the online application Edpuzzle. Information was obtained from the own platform at the end of each course. Multivariable linear regression analyses were performed to assess the association between different variables and the percentage of video viewing, the early dropout rate, and the percentage of audience retention.ResultsA total of 109 students registered in Edpuzzle (87.2% of all enrolled students). Fifty-one videos were uploaded each course to cover 11 topics. Mean video viewing rate was 41%. Those videos linked to the earliest classroom lessons showed more percentage of viewing and audience retention than those programmed at the end of the course. With mandatory classroom assistance and homework assignments, the seminar videos were viewed more but retained less audience. Shorter videos were associated with higher viewing and audience adhesion, but the presence of questions embedded throughout the clip did not significantly engage students. No significant difference was observed regarding lesson topics.ConclusionsIt is essential to emphasize the importance of designing strategies to initially engage learners since more than half of our students never connected to the clips. Decreasing engagement was associated with the end of the course and video length. Seminar videos were viewed more but retained less audience. Active learning activities such as quizzes embedded throughout the clips did not significantly engage learners.

FLIPPED LEARNING: ENHANCING EDUCATION

This research explores the concept of flipped learning and its implications for contemporary pedagogical science. Various models and approaches to flipped learning are examined, highlighting its potential benefits and challenges. Through an analysis of current research and practical examples, it is demonstrated how flipped learning can enhance student engagement, promote active learning, and facilitate deeper understanding of course material. The aim of this research is to substantiate the effectiveness of employing the “flipped learning” methodology in the preparation of future educators. Additionally, the changing roles for both educators and students in the flipped classroom environment are discussed, underscoring the importance of collaboration and student autonomy. It is concluded that the use of flipped learning technology, under methodologically sound application, will contribute to the development of digital competence among educators and the enhancement of students’ scientific skills, motivation, and academic success.

High School Students’ Statistical Literacy Changes in a Flipped Classroom Environment: A Quasi-Experimental Study

Statistics in the 2018 Vietnam General Education Curriculum for Mathematics is emphasized from Grade 2 to Grade 12, helping develop students’ competences and qualities. However, students still struggle to connect and apply statistical concepts to real-life situations. This study used a flipped classroom model to teach 10th-graders statistics to develop their statistical literacy. Using a quasi-experimental design, we evaluated how the students’ statistical literacy developed as they participated in the flipped classroom. The results show that the flipped classroom improves students’ statistical literacy. All four categories of statistical literacy increased statistically significantly, including graphical displays, measures of central tendency, measures of variability, and using statistical knowledge to solve problems. The results are explained by the opportunities embedded into the program. Time outside of class was used for the students to review content and access new concepts, along with questions to demonstrate their statistical knowledge and reveal shortcomings. The students spent the most of their interaction time in class on activities to understand concepts and applied them to real-life situations. Some lessons learned from the study are discussed.

The Effect of Numbered Head Together (NHT) in a Flipped Classroom Environment on Students’ Self-Efficacy and Achievement on Colloid Topics

The Effect of Numbered Head Together (NHT) in a Flipped Classroom Environment on Students’ Self-Efficacy and Achievement on Colloid Topics

Providing Feedback during the Online Phase of a Flipped Classroom Design: Fostering Sustainable Learning Performance While Considering Study Time Management

This study concentrates on the effects of teacher feedback (FB) on students’ learning performance when students are tackling guiding questions (GQ) during the online session in a flipped classroom environment. Next to students’ performance, this research evaluates the sustainability in students’ self-efficacy beliefs and their appreciation of the feedback. Participants were second year college students (n = 90) taking the “Environmental Technology” course at Can Tho College (Vietnam). They were assigned randomly to one of two research conditions: (1) with extra feedback (WEF, n = 45) and (2) no extra feedback (NEF, n = 45) during the online phase of the flipped classroom design. In both conditions, students spent the same amount of time in the online environment as well as in the face-to-face environment. The findings indicate that students studying in the WEF condition achieve higher learning outcomes as compared to students in the NEF condition. With respect to student variables, we observe no significant differences between the two research conditions in terms of self-efficacy beliefs at various occasions. However, we explore significant differences between the two research conditions in terms of feedback appreciation during the posttest assessment.

Model of Flipped Classroom Environment for Mastery Learning Approach Using the “ZOOMRBT App”

In the digital era that encourages innovation in educational technology, it is crucial to incorporate the use of technology into pedagogy. Since the inception of hybrid learning and other approaches that involve students and instructors in educational activities, the learning environment has undergone significant changes. By utilizing instructional resources such as textbooks and videos, it has become feasible to engage with students beyond the confines of the classroom and during evening hours. Research conducted on students in grades 8 and 9 in Ontario, Canada, revealed that due to their limited spare time, they opted to study and complete their homework after school. Moreover, they exhibited a clear prioritization of their depth of subject knowledge over other factors. The study aimed to adapt the existing learning environment to establish a new environment conducive to mastery learning. It involved fifteen student participants, including an expert teacher in the flipped classroom teaching method. The study employed qualitative techniques such as focus groups, document analysis, expert agreement percentages, and innovative flipping of the classroom. The study resulted in the identification of five thematic analyses: learning flexibility, application skills, usage of application skills, mastery assessment, and the human touch. Collectively, these qualitative findings provide compelling evidence that the research participants actively engage with various aspects of the flipped learning environment, as outlined by the aforementioned themes. The participants in the case study acted as both fresh and established elements within the flipped learning environment.

Flipped Classroom: A Literature Review

The teenagers or students of today have not known a life without technology. It’s been an integral part of their existence, in many cases for the whole of their lives. The students in our age have quite different characterizes when compared to the past and their expectations have been shaped accordingly. Hence, it is quite difficult to draw interest and curiosity of the students today in learning activities through the traditional teaching approaches. That’s why the interest in internet based technology within the field of education has increased. Electronic learning environment and online courses are generated. This may be the reason that children easily excepts online learning and spend a significant part of the day in front of the screen, taking online lesson on zoom or Google classrooms or whatever online platform the school has opted during lockdown period in pandemic. Recent advances in technology and in ideology have unlocked entirely new directions for education research. In this regard the educators today show much interest in the innovative teaching approaches that address the needs of this age. One of those approaches is flipped class model. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice- versa. The flipped classroom environment ensures that students become more active participants compared with in the traditional classroom. Keywords : Flipped classroom, Traditional classroom

Water and Us: tales and hands-on laboratories to educate about sustainable and nonconflictual water resources management

Abstract. Climate change and water security are among the grand challenges of the 21st century, but literacy on these matters among high-school students is often unsystematic and/or detached from the real world. This study aims to introduce the educational objectives, methods, and early results of “Water and Us”, a three-module initiative that can contribute to advancing water education in a warming climate by focusing on the natural and anthropogenic water cycle, climate change, and emerging water conflicts. The method of Water and Us revolves around storytelling to aid understanding and generate new knowledge, learning by doing, a flipped-classroom environment, and a constant link to examples from the real world (such as ongoing droughts across the world or seeds of conflict regarding transnational river basins). Water and Us was established in 2021–2022 and, during that school year, involved ≥200 students as part of a proof of concept to test the complete didactic approach using small-scale experiments. Results from ≥40 h of proof-of-concept events confirmed the effectiveness of this approach with respect to conveying the essential elements of the natural and anthropogenic water cycle, the most commonly recurring concepts related to climate change and water as well as the possible conflicts and solutions related to water scarcity in a warming climate. The Water and Us team remains interested in networking with colleagues and potential recipients to upscale and further develop this work.

Students’ perceptions of their learning outcomes in a flipped classroom environment

Students’ perceptions of their learning outcomes in a flipped classroom environment

A case study on generative learning approaches in a studio and flipped class-room setting for increased learning outcomes

Teaching and learning during Covid-19 have been strongly affected by lockdowns, isolated online learning, and the sudden requirement to alternatively assess students while considering the effect internet-based information sources. Here, we present outcomes on the learning outcome of students returning from distance learning into the face-to-face mode, studying the subject “Embedded Mechatronic Systems” employing increasingly methods of Generative Learning Theory (GLT) in a flipped classroom environment, using studio and project-based learning approaches. By introducing a group project component, the formerly disconnected laboratory components become strongly connected with students being exposed to practical aspects and teamwork, generating reflected reports and videos of their practical work. To overcome the effects of Covi-d19, tighter assessments, and in-person engagements is emphasised. Viva-voces have been introduced and AI invigilated final exams have been altered to in-class room quizzes, while monitoring the cohort’s performance over 3 sessions. Our data indicate that face-to-face learning and hands-on practice with peers using self-testing and self-explaining strategies enacts higher outcomes, opposed to remote modes of teaching. Our results exemplify on how to move back into face-to-face teaching with future steps to increase learning outcomes using the flipped classroom, GLT, and a studio setting being discussed.

Investigating effects of teachers in flipped classroom: a randomized controlled trial study of classroom level heterogeneity

The increased popularity of flipped classroom in higher education warrants more thorough investigation of the pedagogical format’s effects on student learning. This paper utilizes two iterations of a randomized field experiment to study the effects of flipped classroom on student learning specifically focusing on heterogeneous treatment effects across the important classroom-level factor of teachers. The empirical setting is an undergraduate macroeconomics course with 933 students and 11 teachers. Our findings show a positive yet insignificant average effect of flipped classroom on both pass rate and final exam grades. We further find substantial shifts in the ranking of the participating teachers’ effectiveness when comparing traditional and flipped classroom conditions, which suggests that the most successful teacher in a traditional teaching environment is not necessarily the most successful teacher in a flipped classroom environment.

Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms

This study investigates the impact of embedded questions in pre-class instructional videos on learner perceptions (cognitive load, emotional engagement, satisfaction, judgement of learning), video engagement (total views, total viewing time), and learning performance (retention, transfer). The research occurred in a real flipped classroom environment. We designed a quasi-experiment in which 86 university students from two natural classes watched pre-class instructional videos featuring procedural knowledge with or without interpolated true or false questions. Students were asked to practice the operation steps introduced in the videos. While they practiced operations, they could either pause the videos or let the videos continue playing. Face-to-face contact time was utilised to consolidate and extend previewed content with student-centred, instructor-facilitated problem-solving activities. Results revealed no discernible effects from embedded questions in pre-class videos on cognitive load, emotional engagement, satisfaction, judgement of learning, total views, knowledge retention or knowledge transfer. We speculate that the various in-class practice activities and frequent access to procedural knowledge videos offset the cognitive benefits derived from question-embedded videos. Learners who viewed question-embedded videos presented significantly reduced total viewing time, likely because the embedded questions scaffolded them in sustaining attention and efficiently pinpointing the exact information needed. Future research should identify boundary conditions for embedding questions in instructional videos (e.g. learning mode, type of knowledge) rather than indiscriminately applying this design strategy.

SCADA ODL FLIPPED CLASSROOM: A CASE STUDY FOR THE SCHOOL OF ELECTRICAL ENGINEERING

Using open and distance learning (ODL) for courses that included laboratory sessions was challenging to teach and learn during the COVID-19 era. SCADA (Supervisory Control and Data Acquisition), also known as ESE691, is the School of Electrical Engineering elective that requires students to be present in the lab for their mini-project group assignments. During the outbreak, students were not permitted to attend the laboratory, but they were required to complete their assignments. The rapid transition from face-to-face delivery modalities to a flipped classroom will be more difficult for final-year electrical engineering students. As a result, the purpose of this study was to investigate the perceptions of students taking ESE691 in a flipped classroom environment from October 2020 to February 2021. The data was gathered using a qualitative method, and the results were analysed using SPSS. This survey had 68 participants, with 22 female students and 46 male students filling out a google form. The findings show that while using the ODL platform to create a flipped classroom for SCADA, the eight questions are critical. The implementation of the flipped classroom for the internal consistency test has a Cronbach's alpha of 0.819, which is sufficient for the questions' reliability.

The Effect of Project Based Learning on Digital Literacy Skills and Conceptual Understanding in an Online-Based Flipped Classroom Environment

The purpose of this study was to determine the effect of project-based learning on digital literacy skills and concept understanding in an online-basedflipped classroom environment. Methods used by researchers quantitative research methods. The methodological steps used by researchers are. First, researchers designed a learning design that is in accordance with the concept of PBL and online-based flipped classrooms. The research location is at STKIP PGRI Situbondo. For the population and research sample, researchers used a saturated sample of 105 students. Next, the data will be collected using test instruments. Instrument trials include: validity, reliability, difficulty, and differentiating power and continue with hypothesis testing. The results of this study are based on the results of the analysis and discussion of Project-Based Learning (PBL) learning methods that affect digital literacy skills and concept understanding in an online-based flipped classroom environment with a score of 0. 02 and 0. 03 < 0.05 then it can be concluded that there is an influence of variable X on variables Y1 and Y2. These findings also prove temporarily that PBL is suitable for use in learning through the digital world, in accordance with the main purpose of PBL whichprioritizes constructivist learning which involves the use of classical and digital books and activities in the field.

The Communicative Competence as an Enhancer of Mathematical Learning in a Flipped Classroom Environment

En el ámbito de la educación, la competencia comunicativa va más allá de las reglas gramaticales y el vocabulario; representa la capacidad de comunicarse de manera efectiva en un lenguaje específico, abarcando tanto la comunicación oral como escrita. Este artículo se centró en una investigación que tenía como objetivo principal desarrollar una teoría local que explicara cómo la competencia comunicativa desempeña un papel fundamental en el proceso de aprendizaje de la resolución de ecuaciones lineales y cuadráticas, especialmente en un contexto de aula invertida dirigido a estudiantes de octavo grado. La investigación adoptó un enfoque cualitativo y se basó en la metodología de la teoría fundamentada. Para recopilar datos significativos, se utilizaron tres guías de aprendizaje que contenían un total de 23 problemas, tanto de exploración como de profundización, junto con entrevistas semiestructuradas. El proceso de análisis de datos comprendió tres fases de codificación y análisis, se empleó el método de comparación constante, lo que finalmente condujo al muestreo y a la saturación teórica. Los datos recopilados permiten construir una teoría local que destaca los procesos fundamentales en el aprendizaje de ecuaciones lineales y cuadráticas. Uno de los hallazgos más significativos de esta investigación es la identificación de una sinergia entre las competencias comunicativas y la metodología de aula invertida, lo que enriquece notablemente la comprensión y el aprendizaje de ecuaciones matemáticas, tanto en su expresión escrita como oral. Esta sinergia se logra mediante la interacción de diversas competencias comunicativas, incluyendo las competencias lingüística, discursiva, sociolingüística y estratégica. Estas habilidades no solo facilitan la comunicación efectiva de ideas, sino que también contribuyen de manera sustancial al logro de un aprendizaje más profundo y eficaz en el contexto de las matemáticas.

Flipped Classroom in Secondary School or High School Education: A Review of Its Advantages and Challenges

Advanced technology in education provides various facilities to enhance students’ learning. The evolution of technology has become an integral part of sustaining life, especially in education. The technology in education develops and continues its development with innovative learning approaches to sustain the needs of the 21st-century learning environment. The transformation in the educational field takes out the existence of a new strategy that is flipped classroom learning approach. A flipped classroom is a learning approach that is a type of blended learning that involves face-to-face and online learning instruction. The flipped classroom is a pedagogical approach in which learning activities that have traditionally taken place inside the classroom occur outside the classroom and vice versa. Flipped classroom provides an interactive learning environment where teachers guide students as they engage actively in the subject matter. Thus, this paper will review the recent literature regarding the potential of flipped classroom technology in education and explore its advantages and challenges. The review describes the potential of the flipped classroom in various fields of education, including Chemistry, Physics, Mathematics, Biology, and Civics at secondary school or high school level. Searching of the literature was obtained from several databases by using certain Boolean queries when searching the keywords. Ten papers were selected according to the specific criteria. This paper concludes the advantages and challenges during the implementation of FC. The advantages of flipped classsroom are increased students’ motivation during learning processes, providing active learning, increasing learning perception, increasing learning engagement, enhancing knowledge, increasing teacher-student interaction, increasing peer interaction, enhancing creativity and helping to improve students’ achievement and performance. The challenges of FC are the time-consuming for teachers to prepare the learning materials, lack of teachers’ technical skills to produce learning videos, lack of students’ motivation to watch the pre-class video, and the difficulty of students to understand the contents presented in the learning video. Based on these challenges, this paper provides the literature recommendations that can help to produce effective flipped classroom environments in the future.

Role of Video Lectures in Engineering Education

Videos have come-up as self-learning tool in all forms of engineering education, including the formal, informal, and nonformal education. The article presents the different perspectives of using videos in teaching engineering courses. Most popular video lecture series have been discussed with their specific applications and popularity concerns. Along with this, the role of videos in flipped classroom and virtual personal learning environment has been seen from the engineering perspective. Both the theory and the practical perspectives have been considered in the article. The article will serve as a pathway of understanding and applying videos in the engineering education.

Why do student perceptions of academic performance improve? The influence of acquired competences and formative assessment in a flipped classroom environment

The university system must be able to respond to the growing demand for graduates with certain skills that guarantee their employability. A key requirement of this goal is the use of different teaching-learning methods, such as the flipped classroom methodology. However, although some studies have shown the advantages of this model, more research is needed to identify the reasons for these positive effects and the contexts in which it works best. In this paper, we analyse the perceptions of students of six undergraduate subjects at the University of Jaén (Spain) concerning their acquired competences and the formative assessment received in a flipped classroom environment. In addition, we analyse whether these two variables influence these student perceptions of achieving better academic outcomes. The results show that both aspects explain student perceptions of better performance and are key elements in the provision of a better learning environment. In this way, these results contribute to the literature concerning the positive effects of a flipped classroom on the teaching-learning process in higher education.

Effect of the Flipped Science Classroom on Academic Achievement of Grade Seven students

A pilot study was carried out in a local secondary school to measure the effectiveness of digital literacy in terms of flipped classroom teaching. A grade seven science class was purposefully flipped and compared with traditional teaching classroom arrangement to evaluate the student's academic achievement. The population of study comprises all male and female 259 students of class seven, first term of session 2019-20. Study sample was further divided into two groups: two sections of boys (61 male students) and two sections of girls (66 female students) were randomly selected as the experimental group, the flipped classroom. The remaining four sections (132 students) performed as a control group, the traditional classroom. Instructional strategies were the independent variable. Student's achievement grades in pretest, ongoing posttest assessments and term exam were dependent variables. Scores of pretest were compared with posttest ongoing assessments and school term exams. The analysis was made through t-test and ANCOVA. At the end of the thirteenth week, a Likert scale survey was conducted to evaluate the student's perception regarding the learning environment in flipped class. The results indicated that” (i) there is a statistically significant difference between achievement scores of the flipped class compare to traditional class students. Flipped class students achieved better results than conventional class learners. (ii) Analysis indicated that there is no significant difference in achievement scores among male and female students of the experimental and control group. (iii) Likert scale survey results showed students increased involvement, mutual interaction and in-depth learning in flipped classroom environment. This study is a contribution to a positive change in the prevailing education system of Pakistan by transferring a deeper understanding of the importance of student-centered learning. The technological tools motivate student of this age to collaborate academically and socially to become a self-standing, curious and creative learner.

Gender perspectives on a flipped classroom environment

The present paper investigates the gender perspective of flipped classroom. In particular, it considers how the collaborative setting of in-class group-work affect the female population of students. The paper draws on an in-depth analysis of the interview with one such student. The focus of this interview was on interactional collaboration between peers during group work activities in a mathematics course. Such work is vital in a flipped classroom arrangement. The student, called Sofia, highlighted arguments of value for a deeper investigation. The analysis draws on Bjerrum Nielsen’s framework with four different gender perspectives (2003). Our analysis illuminates a number of arguments about interactions and interpretations of gender and challenges when collaborating in groups in a flipped classroom setting. Arguments informs both context and individual levels of the setting. What is realised in the case of Sofia is that there are dualistic viewpoints raised within all gender perspectives, sometimes conflicting each other. Result is that guidance from a teacher in formation of groups is necessary but will need careful considerations.