Flipped Classroom Teaching Research Articles

Analysis of the Cultivation of Deep Learning Cognitive Ability of English Majors under Flipped Classroom Teaching Mode

Analysis of the Cultivation of Deep Learning Cognitive Ability of English Majors under Flipped Classroom Teaching Mode

A comparative study of teaching-learning with flip classroom method and interactive lectures for 1st-year medical undergraduates in biochemistry

Background: One method used selectively in medical education institutions is the Flipped Classroom Model. According to this paradigm, students receive their first material education at home by completing tasks instead of the typical, boring teacher-centric lectures. (minimum 48–72 h before the session), and spend class time in interactive sessions and group activities. Aim and Objectives: The objectives of the study were to introduce Flip classroom teaching in the subject of biochemistry, compare teaching-learning with the flip classroom method and interactive lecturing in biochemistry for 1st-year MBBS students, and assess the acceptability and feasibility of this method among undergraduates and faculty members. Materials and Methods: A cross-sectional interventional study was carried out and department faculties were introduced to this method. One hundred students of 1st-year MBBS class were included in the study. There were two Groups, A and B, each with 50 students. For Topic I, Group A was taught by the flip classroom method and Group B was taught by the interactive Lecture method. For Topic II, Group A will be taught by the interactive Lecture method while Group B will be taught by the flip classroom method. Pre- and post-tests were conducted for both sessions. Feedback was taken as questionnaires from the students and faculties at the end of the sessions. Results: We found statistically significant differences among both methods from feedback received from the students. Feedback received from the faculties was very positive. The average Likert score was above four in almost all questionnaires. Conclusion: Our research indicates that interactive lectures are not as effective as the flipped classroom approach for teaching and learning. Due to providing material ahead of the lecture, students are more interactive in flipped classrooms and perform well in post-session examinations.

Reflections on the English Teaching Mode in Colleges and Universities under the Environment of Multimedia Network Technology

Abstract With the advancement of educational technologies, multimedia and network technologies have significantly enhanced classroom teaching efficiency and quality through their dynamic and intuitive nature. This study introduces a flipped classroom teaching model for college-level English, utilizing the SPOC platform, grounded in constructivist theory and task-based language teaching methodologies. Conducted in a university in City H, this research involved two classes. It employed a paired-sample t-test and principal component factor analysis to evaluate students’ English performance and learning interest pre- and post-implementation. Additionally, a Student Satisfaction Scale was developed to assess the model’s reliability and effectiveness. Results indicated a 1.39-fold increase in learning interest, with independent learning needs’ mean value rising from 10.69 to 16.78 and a notable improvement of 12.49 points in English grades. The factor analysis confirmed the model’s robustness, with all variable influence coefficients surpassing 0.75 and fitness values exceeding standard benchmarks. The SPOC-based English flipped classroom model has proven effective in promoting independent learning, fostering mutual learning spirit, and enhancing academic performance.

构建“新医科”、“AI2.0时代”背景下医学影像学翻转课堂教学模式——以影像核医学为例

构建“新医科”、“AI2.0时代”背景下医学影像学翻转课堂教学模式——以影像核医学为例

Application of the Flipped Classroom Teaching Model in College English Teaching

Application of the Flipped Classroom Teaching Model in College English Teaching

Construction of Incentive Mechanism for Students’ Independent Learning Based on Flipped Classroom Context in the Context of Informatization

Abstract The rapid development of information technology has prompted the innovation of the education model, in which the flipped classroom, as a new type of teaching mode, reconfigures the structure of traditional classroom teaching and emphasizes the students’ leading position in the learning process. In this context, cultivating students’ independent learning skills is fundamental, but motivating students to learn independently has become a significant challenge for educators. This study explores the motivation mechanism of students’ independent learning based on the flipped classroom model in the context of informationization only to provide theoretical and practical support for improving students’ independent learning ability. The theoretical framework of independent learning incentives is defined through a literature review and empirical research methods, and a series of incentives are designed and implemented in this study. The study collected data from 300 students, and by comparing the assessment results of independent learning ability between the experimental group and the control group before and after the implementation of the incentive mechanism, it was found that the students in the experimental group had improved their independent learning ability, in which the average time of independent learning had increased by 15%. The effectiveness of learning had been improved by 20%. Effective incentive mechanisms can better enhance students’ independent learning ability, and it is recommended that educators adopt the incentive mechanism constructed in this study in flipped classroom teaching to promote the improvement of students’ independent learning ability.

Evaluation method of English flipped classroom teaching effect based on entropy weight method

Evaluation method of English flipped classroom teaching effect based on entropy weight method

Information fusion technology helps promote the teaching practice of art design specialty in colleges and universities

Abstract This study explores the application of information fusion technology in teaching art and design majors in colleges and universities, aiming to improve the teaching effect and students’ practical ability. The study adopts the flipped classroom teaching model and combines the multiple linear regression method to analyze the effectiveness of the teaching model. The model includes three stages: teaching preparation, teaching process and teaching reflection. The practice teaching system includes online and offline integration of on-campus practice, humanistic literacy practice, on-site participation practice and other multivariate systems. The study results showed that the students who adopted this teaching model scored 4.237, 4.388, and 4.186 (out of 5) in learning self-efficacy, learning adaptability, and learning engagement, respectively, indicating that the students were in the middle to upper level in these areas. The results of regression analysis showed that learning self-efficacy and learning adaptability had a significant positive effect on learning engagement. The conclusion indicates that the application of information fusion technology can significantly improve the learning self-efficacy, learning adaptability and learning engagement of art and design majors, thus improving the quality of teaching and students’ practical ability. This provides new perspectives and methods for teaching art design majors in colleges and universities.

The Effect of Flipped Classroom Teaching on EFL Learners' Language Achievement and Anxiety During Hybrid Covid-19 period

During the global COVID19 pandemic, education has moved from the classroom to an online or hybrid format. No matter how much the new system's education and training models are based on online models, the pandemic affects students' learning. In order to construct a novel assessment design for an urgent online or hybrid courses, researchers must examine students' language use and attitudes throughout the epidemic period. Due to the negative feelings and emotions such as anxiety that many learners experience in the classroom, the current study aims to the effect of flipped classroom teaching approach on EFL learners’ language achievement and language anxiety. Sixty EFL intermediate university students took part as participants. The anxiety questionnaire FLCAS adopted from Horwitz, Horwitz, and Cope (1986), a pre-test and a post-test were administered to the students during a semester consisted of 14 weeks to study the effect of flipped classroom on participants’ language anxiety and achievement. The obtained information was statistically analyzed and the statistical results showed a significant and positive effect of flipped learning on students' motivation and anxiety on hybrid pandemic period.

Practical Research on Flipped Classroom Teaching Model in College English Based on Production-Oriented Approach

In the context of integrating technology into higher education and the widespread acceptance of a learning-centered philosophy, flipped learning (FL) is gaining popularity as a flexible new approach. To overcome the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China, a flipped classroom teaching model based on the theory of the Production Oriented Approach (POA) was proposed and implemented for a vocational English course. Mixed research methods, including testing, questionnaire surveys, and interviews, were used to validate the effect of the model. Data analysis shows a notable enhancement in the mastery of new target language items among the experimental class that adopted the flipped classroom teaching model based on the POA. Moreover, this practice also has changed their learning behaviors both in and after class, increasing their time investment in learning and improving their performance and engagement in class, thus enhancing their autonomy in language learning. This study empirically supports the flipped classroom teaching model based on the POA. It aids in transforming traditional input-driven teaching into output-driven teaching and serves as a teaching reference for practitioner teachers.

Application Of Flipped Classroom Teaching Mode In Dance Teaching Of Secondary School

With the rapid development of modern information technology, dance education in secondary schools also needs to follow the development trend of the Times and carry out reform and innovation. Flipped classroom teaching mode is one of the popular new teaching modes, which makes up for the deficiencies of traditional teaching mode and promotes the improvement of teaching level and educational efficiency. Based on this, this paper mainly discusses the application of flipped classroom teaching mode in dance teaching of secondary school.

​​ACTIVITIES DESIGN STRATEGIES OF BLENDED ENGLISH GRAMMAR TEACHING IN HIGHER VOCATIONAL COLLEGES​

The outbreak of COVID-19 has made online teaching an important part of daily teaching. In the post-epidemic period, blended teaching will inevitably become a new teaching form in teaching activities, bringing a new classroom revolution and learning revolution to English grammar teaching in higher vocational colleges. Therefore, based on the characteristics analysis of EFL learners’ learning behavior, colleges and universities should transform the teaching methods with the combination of information technology and depth fusion of education teaching. It is important to make full use of the Massive Open Online Course (MOOC), Small Private Online Course (SPOC) and flip classroom teaching methods by the cohesion of course activities to improve the teaching paradigm online. Besides, with the help of intelligent platform to make out the learning behavior analysis data is also available which is benefits to content visualization, network class differentiation, entity classroom interaction and intelligent teaching management, realizing the "internet + intelligent" education, to build more high-quality courses. This paper is to adopt two classes students by different teaching methods, which are blended teaching method and traditional teaching method to explore the students’ learning behavior influential factors and activity design for blended teaching mode framework. Based on SPOC blended teaching course into the actual grammar teaching, this study discusses the English grammar blended teaching strategy for EFL learners. The aim is to improve the teaching efficiency of teachers and students' learning ability, and provide theoretical guidance for the design of the blended teaching mode of English grammar in higher vocational colleges.

Research on Kindergarten Drama Education Activity System with Traditional Culture as Carrier under Big Data Platform

Abstract Drama education activities carried out by traditional culture comply with, guide and stimulate children’s dramatic nature so that each child can find a suitable place for himself in drama education activities and promote the growth of children with individuality. This paper builds a flipped classroom teaching model for kindergarten drama education activities based on the microblogging public platform. Teachers in the flipped classroom of drama education activities need to collect traditional cultural drama resources before class, and the basic framework of a personalized drama resource recommendation system is proposed on the WeChat public platform. The optimization of drama resource recommendation results is carried out using the preference score of drama resources using the collaborative filtering recommendation algorithm of multi-featured users. The performance test is conducted for the personalized drama resource recommendation system constructed in this paper to provide drama resources for the development of kindergarten drama education activities in the flipped classroom. The results show that when the preference recommendation of multi-featured users’ drama resources has a certain number of users, its accuracy is about 4.5% higher than that of the traditional method, the F-score value is about 0.05 higher than that of the traditional recommendation method, and the real-time updating delay of the personalized recommendation system fluctuates between 1.18s~1.65s. The personalized recommendation system can help teachers to obtain the update and download of traditional culture drama resources in time, make a good guarantee of drama teaching resources for kindergartens to carry out drama education activities with traditional culture as the carrier, and cultivate young children’s awareness of the protection of traditional culture.

Application of virtual reality and haptics system Simodont in Chinese dental education: A scoping review.

Virtual reality (VR) and haptic simulation technology have been increasingly implemented in dental training. Since the first haptic VR dental simulator (Simodont) was introduced 10 years ago, it has been applied in more than 40 universities in mainland China. This scoping review aimed to review literature, showcasing the teaching reform of dental virtual simulation in mainland China to global dental education peers. This scoping review was conducted using the PRISMA extension for scoping review guidelines. Seven electronic databases were searched, and two reviewers independently performed the selection and characterization of the studies. The final scoping review included 12 studies. Four studies focused on the G. V. Black class II cavity, three on manual dexterity skills training, two on full metal crown preparation, one on pulpal access and coronal cavity preparation, one on flipped classroom teaching, and one on 'doctor-patient communication' skills. The most critical scenarios, self-assessment, working posture, curriculum setting, training and cost are analysed and discussed. Haptic simulation technology is a valuable complementary tool to the phantom head in dental education. The combined utilization of these two training devices has been superior to either in isolation. However, there is a lack of research on the sequencing of the two systems, as well as the appropriate distribution of curriculum between them. It is necessary for educators to organize or engage in experience sharing, collaboration and knowledge dissemination. These actions are essential for promoting effective teaching within dental educational institutions.

Optimization of Diversified Teaching Mode of Vocal Singing in Colleges and Universities by Integrating Audio-visual and Multi-sensory Senses

Abstract To cultivate students’ perception of music culture through audio-visual multi-sensory methods in college vocal singing teaching is a new way to understand music works and cultivate music culture consciousness. The flipped classroom is the basis for this paper, which aims to innovate the teaching of vocal singing in colleges and universities. The linear prediction of Mel’s cepstral coefficient is used to extract the auditory features of the music symbols of the vocal singing video in the flipped classroom so that the students can master the relevant skills and pronunciation of vocal singing. To help students understand vocal singing in its specific context, the time-frequency diagram is utilized to analyze the singer’s movements in the vocal singing video. The self-attention mechanism is used to fuse auditory and visual features, which is validated and analyzed for its effectiveness, teaching effect, and satisfaction. The results show that when the added noise signal-to-noise ratio reaches 50dB, the recognition rate of the LPMFCC algorithm for vocal singing music signals is above 80%. Utilizing the flipped classroom for vocal singing teaching, the average score of students’ vocal singing increased to 9.71, and more than 80% of the students believed that the flipped classroom teaching mode could enhance their independent learning ability. The flipped classroom teaching mode, which integrates audio-visual and multi-sensory teaching methods, can enrich the teaching methods of vocal singing in colleges and universities and further enhance students’ interest in vocal singing.

Enhancing Obstructive Pregnancy Teaching in Chinese Medicine Gynecology Through PBL and Flipped Classroom

With the advancement of medical specialties, there arises a crucial need in today’s society for the continual development of high-quality medical talents and physicians. Traditional teaching models have become inadequate to meet the current demands of teaching Chinese medicine gynecology. To further advance the implementation of the student-centered education concept, the Teaching and Research Office of Chinese Medicine Gynecology at the First Affiliated Hospital of Guangxi University of Traditional Chinese Medicine has embraced a teaching approach that combines problem-based learning (PBL) with a flipped classroom model, specifically applied to the chapter “Traditional Chinese Medicine Gynecology – Obstruction of Pregnancy.” This paper delves into the PBL combined with flipped classroom teaching mode, discussing its effectiveness and laying out specific requirements for both teachers and students. These efforts aim to establish a robust foundation for the cultivation of clinical and practical medical talents.

Effects of a ChatGPT-based flipped learning guiding approach on learners’ courseware project performances and perceptions

In recent decades, flipped learning has been adopted by teachers to improve learning achievement. However, it is challenging to provide all students with instant personalised guidance at the same time. To address this gap, based on Chat Generative Pre-trained Transformer (ChatGPT) and the learning scaffolding theory, I developed a ChatGPT-based flipped learning guiding approach (ChatGPT-FLGA) according to the analysis, design, development, implementation and evaluation model. To investigate the effectiveness of ChatGPT-FLGA, a quasi-experiment was conducted in the learning activities of a courseware project. One of two classes was randomly assigned to the experimental group, while the other was assigned to the control group. The students in both classes received flipped classroom instruction and conducted discussions through Tencent QQ applications, but only those in the experimental group learned with ChatGPT-FLGA. The results revealed that the ChatGPT-FLGA significantly improved students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking. The research findings enrich the literature on ChatGPT in flipped classrooms by addressing the influence of ChatGPT-FLGA on students' performance and perceptions. Implications for practice or policy: Teachers and universities should utilise ChatGPT as a tool for supporting students’ learning and promoting their problem-solving skills. Course designers and academic staff can leverage ChatGPT-FLGA to enact student-centred pedagogical transformation in massive open online courses or flipped learning. Course designers should master how to use ChatGPT-FLGA and its learning system, to foster learners’ self-regulated learning, help them promote online self-efficacy and overcome difficulties in learning motivation and creative thinking ability.

Innovative Practice of Physical Education Teaching in Colleges and Universities in the Context of “Digital” Education

Abstract This paper takes the experimental design of the flipped classroom teaching mode under digital information technology as the entry point, chooses the appropriate research object and method, and designs the experimental program of flipped classroom teaching in college sports. Since the teaching effect of the flipped classroom teaching mode needs to be supported by students’ movement data, this paper utilizes the least squares distance to match and retrieve the data of students’ movement postures and then combines it with the ANN model to deeply mine the students’ movement data. For the teaching effect of the flipped classroom teaching mode, innovative practices are carried out for physical education teaching in colleges and universities. The results show that when the linear correlation coefficient of the ANN model is 1, the lowest value of validation loss is 2.1*10−4. The flipped classroom teaching mode can effectively enhance students’ physical fitness. The mean value of students in the experimental group in the learning motivation dimension has been improved by 5.44 points compared with the preexperimentation period. The results of the T-test of the sports concern and learning satisfaction are all significant differences at the 1% level. The combination of flipped classrooms and college physical education teaching in a digital environment can improve the effectiveness of physical education teaching and increase students’ interest in physical education learning.

The Application and Effect Analysis of Flipped Classroom in College English Teaching

This article analyzes the application and effectiveness of flipped classroom in college English teaching, aiming to explore the impact of flipped classroom on students' learning interest, English ability, classroom atmosphere, teaching quality and efficiency. Firstly, the paper outlines the concept and principles of flipped classroom, and elaborates on its necessity in college English teaching. Then, the application of flipped classroom in teaching modes, teaching resources, classroom activities, and the roles of students and teachers was explored. Next, the effects of flipped classroom on student learning interest, English proficiency, classroom atmosphere, as well as teaching quality and efficiency were analyzed. Finally, strategies for optimizing the application of flipped classrooms were proposed, including integrating teaching resource design, enhancing teacher professional competence and collaborative ability, and effectively utilizing diverse evaluation methods. Through the research in this paper, reference can be provided for the application of flipped classroom in college English teaching.

Transformation of digital-based efficacy for the construction of a deep-learning-based sports course on civics and politics

Abstract This paper constructs a structural equation model of the implementation mechanism of the Civics and Politics teaching in compulsory physical education courses, taking teaching methods and teaching organization as mediating indicators to test the mediating effect. Combined with the existing results of the construction of the physical education curriculum Civics, it designs and constructs the integrated construction model of physical education curriculum Civics for the whole academic period and optimizes the structure of digital effectiveness of the construction of the physical education curriculum Civics, by designing and conducting comparative experiments to explore the teaching effect of the implementation of the flipped classroom teaching mode in the Civics and Politics of Physical Education in colleges and universities. Analyze the methods and means of teaching Civics and evaluate them for the construction of college sports courses in the context of deep learning. Conduct empirical research on the integration of Civic politics elements in sports courses, analyzing the degree of students’ cognition and mastery of Civic politics elements and the application and change of students’ Civic politics elements. The analysis shows that the confidence interval of teaching content→teaching methods→teaching organization→Civics and politics goal achievement is 0.005-0.048, the effect value is 0.018, and the p-value is 0.008. It proves that the teaching methods and teaching organization play a chain mediating effect in the influence of teaching content on the achievement of Civics and politics goals.