Flipped Classroom Instructional Model Research Articles

The flipped-classroom effect on vocational high school students’ learning outcomes

<span lang="EN-US">The flipped-classroom instructional model is considered suitable for teaching procedural knowledge. Apart from flipped-classroom, it turns out that another instructional model, namely direct instruction, is also designed to teach procedural knowledge. Therefore, this study aimed to examine differences in procedural knowledge learning outcomes between flipped-classroom and direct instruction learning models in the cognitive and psychomotor domains and to determine the effect of flipped-classroom on students’ procedural knowledge learning outcomes. This type of research is a true-experimental design with a randomized pre-test post-test control group design for the cognitive domain and a randomized post-test only control group design for the psychomotor domain. The research instrument used a written test (pre-test and post-test) for the cognitive domain and a performance assessment for the psychomotor domain. The flipped-classroom is better than direct instruction regarding procedural knowledge learning outcomes. Furthermore, flipped-classroom significantly affects the students’ procedural knowledge learning outcomes, both cognitive and psychomotor domains. The effect of flipped-classroom implementation on the psychomotor domain (t(50)=23.62; p<0.01; d=6.56) is greater than the impact of performance on the cognitive domain (t(50)=2.35; p<0.05; d=0.65).</span>

The Flipped-Classroom Instructional Procedure Development and Its Implementation Effectiveness in Improving Procedural Knowledge Learning Outcomes at Vocational High Schools

The students’ number limitation in a classroom and the compression of face-to-face time challenge teachers to present practical learning scenarios to achieve learning objectives. This study aims to develop student learning procedures with the flipped classroom (FC) instructional model and determine its use in improving student learning outcomes. The research was conducted at a public information technology vocational high school in Malang, East Java Province, Indonesia. The FC instructional procedure development approach is based on the ADDIE (analysis, design, development, implementation, and evaluation) phase. The FC instructional procedure was developed in conjunction with a constructivist instructional strategy, consisting of five primary stages: (1) perception, (2) exploration, (3) restructuring, (4) implementation, and (5) review and evaluation. FC instructional procedure effectiveness was tested using the Randomized Pre-test and Post-test Control Group Design research design. The control and experimental groups consist of 30 students with randomization. The research found that the learning outcomes of the experimental group (EGLO = 70.00) were greater than those of the control group (CGLO = 64.30). The normalized gain index of the experimental groups (g = 0.50) was more significant than the control groups (g = 0.41). The conclusion is that the FC procedures with a constructivist approach have proven more effective in improving student learning outcomes.

An experience in the implementation of the flipped classroom instructional model in the computer science degree

AbstractIn recent years, education has undergone a profound transformation process, having gone from relying only on the traditional lecture to making full use of digital formats. This gradual process, accelerated by the COVID‐19 pandemic in the last years, has triggered innovative changes in the educational process. Within this context, many lecturers have adopted the flipped classroom instructional model, aiming to improve the motivation and involvement of the students. In this model, students must acquire certain theoretical knowledge at home, and the classes, with the help of the lecturer, are used for the more practical part. This article presents the results obtained when the flipped classroom model was implemented in the computer science degree. Specifically, during 2020–2021 and 2021–2022 courses, this instructional model was assessed in 15 subjects. Results show that the flipped classroom instructional model can be stated that it has improved the students' perception of the learning experience, students' dedication and engagement has been improved, students' perception of their understanding of the subject has improved. The faculty considers that the teaching experience has improved and is in favor of continuing with the experience in future courses.

Students’ Achievement in a Flipped Database Management Course: The Impact of Flow Theory Gamification Elements

Aim/Purpose: The study aimed to investigate the effect of using the gamified flipped classroom instructional method on the students’ overall achievement compared to the traditional non-gamified, non-gamified flipped classroom, and traditional gamified instructional methods. Background: Flipped classroom is helpful to address limited class time, implement different pedagogies, and help students better attain their learning outcomes and improve their academic achievement. Motivating and encouraging students to perform or complete flipped learning activities is a challenging issue affecting the success of the flipped classroom. This research posits that gamification presents a promising solution, and adding gamification to the flipped classroom is important for its success. However, little is known about the effects of integrating gamification into flipped learning without sufficient results to generalize. Pedagogical designs with appropriate theoretical foundations should be added to the literature on flipped learning and gamification. This research proposes a learning model that combines gamification within flipped classroom via quizzes online platform with the main flow theory requirements. The purpose of this combination is to motivate and engage learners in flipped classroom activities. Methodology: The data were collected from 101 undergraduate students in a database management course at Al al-Bayt University in Jordan. The students were assigned to four different instructional methods according to their preferences (traditional non-gamified, non-gamified flipped, traditional gamified, and gamified flipped classroom). A study with a quasi-experimental factorial design was carried out using midterm and final exam instruments to assess the students’ overall achievement. Two-way factorial ANOVA was employed to examine the main effect of the instructional method, student gender, and the interaction effect on students’ overall achievement. Bonferroni’s multiple comparisons test was carried out to compare and determine which instructional method had the main effect and achieved the best grades among test groups. Contribution: The current study proposed a gamified flipped learning model guided by the theoretical foundations of flow theory. This study offers a novel contribution to the literature by illustrating the importance of employing gamification in the flipped classroom and how the gamified flipped instructional method affects student achievement, especially when appropriate gamification design and careful game element selection. The effects reported by this study provide empirical evidence and valuable insights for researchers, practitioners, and educators about the issues of gamified flipped classroom and guide instructional designers to apply appropriate game elements. Findings: The findings showed that the gamified flipped group outperformed the other three groups and significantly improved students’ overall achievement with a large effect size. Employing gamification within the flipped classroom instructional method improved 23.9% of the total variance in the students’ achievement through increasing their motivation to complete flipped classroom activities. It has also been found that the non-gamified flipped group outperformed both the traditional non-gamified and the traditional gamified groups. Students’ gender was also not a significant factor regarding male and female achievement in using gamified flipped classroom. Recommendations for Practitioners: This study recommends that instructors who utilize flipped classroom should combine other new technologies within in-class activities, such as gamification, instead of traditional discussion in classroom meetings. Thus, the in-class activities become more attractive, increasing their students’ motivation. Recommendation for Researchers: Researchers need to understand the factors enhancing the flipped learning activities and the ways of designing and implementing gamification elements to develop new learning models. Impact on Society: Gamified flipped learning can help students improve their achievement and help instructors perform in-class instructional activities, leading to more effective and efficient higher education. Appropriate design and use of gamification elements within flipped learning can promote and encourage the use of such a model. Future Research: Additional research should be conducted to explore and measure students’ motivation, engagement, and in-class collaboration due to the gamified flipped classroom instructional model. Further experimental studies on other courses in different environmental variables are also recommended.

The Impact of Flipped Classroom Instructional Model in Teaching English as a Second Language (ESL) Among Lower Secondary Pupils

English is a global language that most people use all around the world. English is the second language vastly used as a communication tool in daily life in Malaysia. It is also a compulsory subject to learn at schools from primary school to secondary school. However, many second language learners may have higher possibilities of facing various challenges in learning English as a Second Language (ESL) in Malaysia. Hence, the purpose of this study was to compare the flipped classroom and traditional classroom teaching approaches in secondary school pupils’ overall English language performance in these particulars: Grammar, Reading, and Writing, as well as to evaluate the perceptions of flipped learning experience among lower secondary pupils in learning ESL. The study was conducted quantitatively with a quasi-experimental method set in pre and post-tests design and consisted of 50 pupils separated equally into control and experimental groups. Seven weeks of lessons were conducted for both control and experimental groups. One-way analysis of covariance (ANCOVA) was used to adjust the pre-test scores of experimental group and study whether there are any significant differences on the effectiveness by implementing flipped classroom approach in experimental group despite the covariate (pre-test score) exists.After the post-test was conducted in the experimental group, the pupils were given a set of questionnaires containing 14 items to respond to and gauge their perceptions of flipped classroom learning experience based on motivation, effectiveness, engagement, and satisfaction. Findings reveal that the pupils in the experimental group achieved higher scores than the control group on their post-test scores in learning Grammar, Reading, and Writing by implementing a flipped classroom teaching approach. Also, the questionnaire's evidence indicated that most of the pupils had favorable perceptions of flipped classroom learning experience in the experimental group. This study indicates that flipped classroom teaching approaches positively enhanced pupils’ academic performance and learning experience.

Effect of flipped classroom instructional model on students’ learning experiences and performance in a master’s Systematic Bacteriology course

Effect of flipped classroom instructional model on students’ learning experiences and performance in a master’s Systematic Bacteriology course

Integration of an AI-Based Platform and Flipped Classroom Instructional Model

This article aims to evaluate a flipped class teaching model based on an AI (artificial intelligence) Language Learning Platform. The platform adopts mainstream collaborative filtering and BPMF (Bayesian Probabilistic Matrix Factorization) and big data management methods to provide students’ detailed performance analysis reports and push recommendation exercises. The researcher reconciled the flipped teaching model with the AI-based language learning platforming in an experimental class and conventionally in a control class. At the end of the semester, the researcher compared students’ performance as well as their attitudes toward the course between the two classes through a postexam paper and a questionnaire. Combining quantitative and qualitative methods, the survey shows that although the AI-based language learning mode failed to significantly increase students’ English listening scores, compared with the students in the traditional class, those receiving the new mode held a more positive attitude toward their English listening experience, especially in regard to learning interest, study autonomy, and class involvement. The flipped class mode not only relieved students’ partial cognitive processing workloads in class, but also boosted their confidence to engage in classroom discussion by reducing their nervousness through before-class preview. The AI-based language learning platform mainly performs monitoring and tutoring functions which facilitate the flipped class instruction. This study proposes a new flipped teaching model and proves it effective, indicating that for the flipped class learning mode to be successful, it is of importance to integrate face-to-face classroom instruction with the AI-technology-assisted online learning experience in a way that they can coherently support each other.

THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.

Effect of Using a Flipped Classroom Instructional Model on Arabic Writing Skills among Female Students at Kuwait University

Effect of Using a Flipped Classroom Instructional Model on Arabic Writing Skills among Female Students at Kuwait University

A Pilot Study on the Effect of the Flipped Classroom Model on Pre-Calculus Performance

A more effective math education has never been more pressing than in today’s world. However, it is no mystery that students continue to struggle with basic mathematics concepts, let alone more advanced math such as Pre-Calculus. Thus, in the present study, two Pre-Calculus math classrooms were randomly assigned to either a flipped classroom model of instruction or one that employed traditional lecture. Data on two aspects of Pre-Calculus—matrices and vectors (operations and application)—were collected at pretest and again at posttest. Results revealed that students who were exposed to the flipped classroom model outperformed students in the control classroom but only on matrices items. We discuss implications and recommendations for math education.

Integrating PBI in the flipped classroom: A framework for effective instruction

The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness.
 Keywords: flipped classroom, instructional framework, effective instruction;

A flipped classroom in graduate medical education.

The role of the flipped classroom model in graduate medical education (GME) is not yet defined. We set out to evaluate the feasibility, acceptability and outcomes of a flipped classroom instructional model in an internal medicine curriculum. This pilot study was carried out in an academic medical centre in the USA with 43 second-year internal medicine postgraduate trainees. Trainees watched videos on the pharmacological treatment of type 2 diabetes outside of the classroom, followed by an in-class session in which they engaged in case-based discussions. The intervention was evaluated using surveys and a knowledge test before, immediately after and 6 months after the intervention. The mean number of correct answers for a 10-question knowledge test was 5.25 before the intervention, 8.00 in the immediate post-intervention test, and 7.10 in the 6-month follow-up test (p<0.001). Six months after the intervention, 57.1% of participants reported prescribing an antidiabetic medication discussed at the session. In a focus group, trainees reported their preference for interactive, case-based learning, concern about the time required for preparation and interest in incorporating real patient cases. Trainees preferred the flipped classroom, which also resulted in increased knowledge and self-reported prescribing changes; however, the required preparatory time may limit its feasibility in GME.

Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution

This article presents the results of an exploratory study about the contributions of a blended English as a Foreign Language (EFL) learning program, with a flipped classroom instructional model, to the development of the listening and reading skills of academic and administrative staff of a higher education institution. The research followed a mixed method approach framed on variables such as the development of oral (listening) and written (reading) comprehension activities. The results present some contributions of the blended-flipped instructional model to the EFL teaching and learning processes, as well as to development of professors’ and administrative staff’s communicative competences in English. This study highlights how the combination of blended learning with a flipped classroom approach to proficiency program design opens new possibilities in the language learning instructional design field, and demonstrates the blended-flipped model’s positive effects on language learning. It is also novel in its proof of the effectiveness of creating a program based on the professional development needs of the University’s community of professors and administrative staff from various disciplines.

College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature

The concept of the flipped classroom has generated considerable interest in the educational context in recent years, especially in higher education. However, research to date has been controversial with regard to the effectiveness of flipped classroom instructions on college student learning outcomes. The purpose of the present study was to identify high-quality empirical publications that examine the learning outcomes of college students and to utilize meta-analyses to determine the overall effectiveness of flipped classroom instructions. A systematic database search that included the Web of Science, the Education Resources Information Center, and Elsevier ScienceDirect, was conducted to identify peer-reviewed studies that met the inclusion criteria. A total of 33 studies were included in this systematic review. Two reviewers independently performed both study identification and data extraction. The meta-analysis was conducted using Review Manager 5.3 software, and the calculated effect sizes showed that flipped classroom instructions can positively influence college students’ cognitive learning outcomes compared to traditional lectures. Moderator variable analysis suggests that the pedagogical approach was the only significant factor examined that influences the effectiveness of flipped classroom instruction. These results indicate that the flipped classroom instructional model helps college students to improve their cognitive learning across a wide-reaching synthesis of currently available interdisciplinary research reports. The flipped classroom was also found to be more effective when instructors integrate individualized active and collaborative pedagogical approaches.

Perceptions of the 'flipped classroom': a case study from a developing country

The study aimed to examine university students' level of access to the digital technologies needed for flipped learning and their perceptions of a flipped classroom instructional model in an educational technology-related course. A mixed methods study design was used which included a survey and a pre-post quasi-experiment. The use of the flipped classroom approach lasted for ten weeks. The participants were 27 female students enrolled in a 'Principles of Educational Computing' course in the first semester of the 2017/2018 academic year at a university in Kuwait. Data were collected using a questionnaire and interviews over two rounds. The results showed that the students had easy access to the needed digital technologies for flipped learning, including video technology. The study examined students' perceptions of flipped classroom learning before and after the use of the flipped classroom instructional model. The great majority had positive perceptions of the use of flipped classroom learning; the reasons for their positive perceptions were mainly related to the ease of use of the video technology and the pedagogical advantages of the flipped classroom model. Based on students' feedback, the study provided recommendations for higher education that are related to ways of implementing flipped classroom instructional approaches.

Perceptions of the 'flipped classroom': a case study from a developing country

The study aimed to examine university students' level of access to the digital technologies needed for flipped learning and their perceptions of a flipped classroom instructional model in an educational technology-related course. A mixed methods study design was used which included a survey and a pre-post quasi-experiment. The use of the flipped classroom approach lasted for ten weeks. The participants were 27 female students enrolled in a 'Principles of Educational Computing' course in the first semester of the 2017/2018 academic year at a university in Kuwait. Data were collected using a questionnaire and interviews over two rounds. The results showed that the students had easy access to the needed digital technologies for flipped learning, including video technology. The study examined students' perceptions of flipped classroom learning before and after the use of the flipped classroom instructional model. The great majority had positive perceptions of the use of flipped classroom learning; the reasons for their positive perceptions were mainly related to the ease of use of the video technology and the pedagogical advantages of the flipped classroom model. Based on students' feedback, the study provided recommendations for higher education that are related to ways of implementing flipped classroom instructional approaches.

Ubiquitous Flipped Classroom Instructional Model with Learning Process of Scientific to Enhance Problem-Solving skills for Higher Education (UFC-PS Model)

This research aimed at proposing an ubiquitous flipped classroom instructional model with learning process of scientific to enhance problem-solving skills for higher education (UFC-PS model). The UFC-PS model was developed based on the review of the literature, the expert&amp;rsquo;s interview and evaluated by five experts. The research results were found that the UFC-PS model consists of three components were (1) Ubiquitous Learning Environment, (2) Ubiquitous Scaffolding, and (3) flipped classroom through scientific inquiry. The experts also evaluated which step of the UFC-PS model was most suitable for the development of the respective aspects of problem-solving skills.

Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

AbstractThe flipped classroom is an instructional model which allows for more advanced learning activities during in‐class time while introduces subject knowledge to students prior to class. To address a gap in the recent research regarding higher education instructors’ experiences, perceptions and adoption decisions of the flipped classroom instruction, this study aimed at investigating the critical factors which were predictive of a higher education instructor’s decision to adopt a flipped classroom instructional model through exploratory factor analysis (EFA) and multiple regression in a US university. The results revealed that performance expectancy and technology self‐efficacy were significant predictors. Although facilitation condition was significantly correlated with instructors’ adoption decisions, it was not a significant predictor. This study suggests that in order to improve higher education instructors’ adoption decisions of the flipped classroom and other active learning instructional models, it is of priority for institutions to remove the internal barriers to instructors’ adoption decisions of these instructional models, such as improving their performance expectancy and technology self‐efficacy.

Students' learning performance and perceived motivation in gamified flipped-class instruction

This is a pilot study aimed at examining students' learning performance and perceived motivation between a gamified flipped classroom and a non-gamified flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using three formative assessments or a post-test only design to examine students' learning achievement. Questionnaires and personal interviews were employed to support the data collection process in terms of students' perceived motivation. Fifty-six students were the respondents involved in a non-randomized experiment with a control group design. The results reveal that assessment 1 showed no significant difference between the two groups of the gamified flipped and non-gamified flipped classroom instruction (t = 1.68, p.474), while assessment 2 and 3 were significantly different (t = 5.54, p = .007 < .05) and (t = 10.17, p = .001 < .05). In the present study, the findings confirm that the students were positive regarding perceived competence, autonomy, and relatedness, better performance, and were able to achieve good achievement during the tests. The survey results reveal that the gamified flip-class setting fostered better motivation and engagement. Particularly, students motivated to compete and beat other students during the gamification activities by collecting points and badges as many as possible. Four main themes emerged from the qualitative interviews, namely, (1) pre-class learning motivation, (2) pre-class competition, (3) students' learning autonomy, and (4) students' social engagement. Conclusions from this study showed that the gamified flip-class setting had successfully constructed the basic psychological needs of SDT, namely: competency, autonomy, and relatedness.

K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers’ perceptions regarding the flipped classroom and differences in teachers’ perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.