Flipped Classroom Methodology Research Articles

Enhancing visual and plastic education training: a blended learning and flipped classroom approach

This article explores whether the implementation of the B-Learning (BL) and Flipped Classroom (FC) methodologies, using the ICT tool Edpuzzle, in the mandatory subject of Didactics of Plastic Expression in the Early Childhood Education teacher training programme leads to improvements in their education as future teachers. To address this investigation, two different pedagogical interventions were proposed: Unit 1 (U1), implementing BL, and Unit 2 (U2) through traditional lectures. For the analysis, a qualitative methodology using the focus group technique was employed. The results revealed high satisfaction among students regarding U1, implying that the use of ICT through the implementation of BL and FC methodologies has created a more dynamic and enriching educational environment, thereby enhancing their learning.

Flipped Classroom in the English Literature Lesson

This paper presents a flipped classroom experience for the “English Narrative” subject. The teaching of literature usually involves a traditional approach through which the teacher delivers some theoretical content about authors, their work, and the cultural context in which they developed their literary production. As a result of this method, the class time devoted to the critical analysis of those texts may be considerably reduced due to an excess of theory. In contrast, the flipped classroom methodology allows students to prepare part of the content at home after watching an educational video or presentation provided by their teacher, and the class time is used to assess the selected texts in a more effective way. This proposal describes the procedure employed for a flipped lesson based on The Picture of Dorian Gray, by Oscar Wilde. A group of 25 Spanish students were involved. They currently take the third year of the Degree of Modern Languages at the University of Las Palmas de Gran Canaria. The participants have learned about Wilde’s novel and his ideas about art and beauty outside the classroom. Thus the time spent in class has been mainly dedicated to the analysis and critical discussion of said novel. The evaluation was conducted through 9 open questions. The answers have shown the preference for applying the flipped methodology rather than focusing on a more conventional approach to teaching literature.

The Application of Informatization Teaching and Flipped Classroom in the Teaching of Traditional Culture in College Languages

For the teaching of traditional Chinese culture in universities, fully utilizing existing resources for innovation is crucial to its teaching effectiveness. Hence, this study advocates for the utilization of information technology and the flipped classroom methodology in university-level traditional Chinese culture education. By thoroughly examining the fundamental goals of teaching traditional Chinese culture at universities, this paper suggests employing information technology to develop diverse educational scenarios. These scenarios encompass generating cultural contexts, simulating cultural experiences, enhancing interactive exchanges, and broadening the scope of educational materials, all aimed at enriching the pedagogical approach to traditional Chinese culture. In the stage of designing flipped classrooms for traditional Chinese culture teaching in universities, the ARCS theory was introduced. Guided by attention motivation, association motivation, confidence motivation, and satisfaction motivation, research was conducted on course content design, teaching methods and means, learning experience, feedback, and evaluation. Through the integrated application of information technology and flipped classroom strategies, our objective is to diversify the pedagogical approaches for traditional culture. This initiative is designed to boost students' comprehension and learning outcomes regarding traditional culture, foster their enthusiasm and knowledge depth in traditional Chinese cultural studies, and encourage the preservation and evolution of traditional cultural heritage.

Digital learning in physiotherapy education: Exploring design approaches through meta-analysis

The implementation of internet-based educational designs to enhance teaching and learning could be advantageous for higher education. There is not much research on digital methods of learning in physiotherapy education. The investigation examines and assesses methods of online learning in an effort to raise the standard of physiotherapy education. An extensive meta-analysis and evaluation of both randomized and non-randomized tests are the proposed methods of the research. A map was made of the digital initiatives and research mentioned in the list. Learning impacts for similar interventions were determined by means of meta-analysis. Five cohort investigations and ten randomized controlled trials make up the total of 15 researches included in the evaluation. Blended learning, remote learning, and the flipped classroom methodology were all used in 14 studies. In all, seven of the fifteen pieces of content were referenced in the flipped classrooms have statistically significant effects on learning, according to a meta-analysis for interaction uses on useful skills. Based on the findings, integrating pedagogical approaches is equally, if not more, more efficient than a regular classroom instruction in obtaining learning objectives. Results in online education did not show any discernible variations from traditional classroom training. It has been found that space learning and integrated learning are just as effective as traditional teaching approaches, if not more so, in the field of physiotherapy education. The meta-analysis found that using student-made videos, flipped classrooms, and interactive websites improved students' learning. Larger controlled trials are needed to validate these results. Research ought to investigate the ways in which online learning models can make possible students' assimilation in pragmatic abilities and behaviors, facilitate their understanding of concepts, enhance their memory of contents, and cultivate methods of learning. Further, it needs to examine digital learning materials and information bases.

Development and exploration of the national first-class undergraduate course in "Enzyme Engineering"

The biotechnology industry is a strategic emerging industry in our country, holding a crucial position in the national economy. The training of innovative high-quality professionals carries immense significance. As the cornerstone course in biotechnology, "Enzyme Engineering" directly impacts the students' caliber and industry development. This course aims to address pertinent issues present in the current curriculum delivery, such as inadequately optimized content, excessive dependency on textbooks, and reliance on monotonous teaching methods. By adjusting the course outline, updating the case material repository, and engaging students' enthusiasm, we developed a three-dimensional approach to instruct. This approach included a blend of online and offline components, interactive teaching through the flipped classroom methodology, heuristic teaching using problem-based learning (PBL) mode, and topic teaching via case studies. We also improved the assessment mechanism to stimulate students' enthusiasm for learning nurture their innovation capabilities. Our objective was to foster high-quality professionals with a robust foundation and practical expertise. Through teaching exploration and practice, we have witnessed significant improvement in both teaching efficacy and students' engineering practice and innovation abilities.

FLIPPED CLASSROOM METHODOLOGIES IN ESL EDUCATION: A BIBLIOMETRIC ANALYSIS OF RECENT TRENDS

The evolution of teaching methodologies in English as a Second Language (ESL) education has witnessed a paradigm shift with the integration of flipped classrooms. While the flipped classroom model has garnered attention for its potential to enhance language learning, there is a need for a systematic examination of the scholarly output in this domain. Identifying prolific authors, prevalent themes, and collaborative networks can provide insights into the current state of research and guide future investigations. We employed Scopus Analyzer to extract and analyze bibliographic data from publications from 2019 to 2023. Additionally, VOSviewer was utilized to map author keywords and prevalent themes in the literature. The analysis aims to spotlight key research clusters, potential collaborations, and the global impact of flipped classroom in ESL. The findings of this bibliometric analysis will contribute significantly to the ongoing discourse on flipped classroom in ESL. By unveiling trends, identifying influential authors, and mapping collaborative networks, this study provides a valuable resource for educators, researchers, and policymakers seeking to navigate the evolving landscape of ESL pedagogy. The multidimensional insights from this analysis aim to inspire further research, innovation and informed decision-making in flipped classroom methodologies in ESL education.

Assessing the effectiveness and student perceptions of synchronous online flipped learning supported by a metaverse-based platform in medical English education: A mixed-methods study

AbstractUnderstanding the potential transformation brought about by integrating the flipped classroom methodology with rich and dynamic learning platforms like the Metaverse, in terms of usability, students’ academic performance, and intrinsic motivation, holds critical importance for adopting innovative strategies in the field of education. This study describes an attempt to integrate flipped learning method into a medical English course by using an active learning strategy supported by a Metaverse-based environment. Therefore, the present study aims to compare the synchronous online flipped medical English classroom supported by a Metaverse-based platform and the conventional medical English classroom supported by the synchronous distance education and to examine the effectiveness of Metaverse-powered synchronous online flipped learning on medical students’ academic achievement. For this purpose, a mixed method was used to conduct the study. A quasi-experimental design was adopted for the quantitative dimension of the research. The students in the experimental group engaged in the activities with the help of the Spatial AR environment, a Metaverse platform enhanced with three-dimensional (3D) objects and allowing peer interaction, In the qualitative aspect of the study, the data were collected through a focus group interview, in which a semi-structured interview form was used. The participants of the study consisted of 100 first-year medical students at a state university in Türkiye. The results revealed that the experimental group students outperformed the control group students regarding academic achievement. In addition, the mean score of male students was higher than that of female students in the experimental group. As a result of the qualitative data analysis, eight themes emerged from the created codes. Students stated that learning medical English through the flipped classroom supported by Metaverse-based technology was enjoyable and that it increased their interest. Regarding learning outcomes, the most prominent benefits were permanent learning, comprehending the subject easily, deep learning, and embodying abstract concepts. Concerning language skills, students expressed that synchronous online flipped learning assisted by Metaverse-based technology helped develop their reading and listening skills as well as to learn new vocabulary. On the other hand, some students reported negative thoughts about the Metaverse platform due to technical problems and about flipped classroom activities because they found some of them time-consuming. The present study suggested that synchronous online flipped medical teaching model assisted by the Metaverse could positively affect the academic achievement of students. However, it is recommended to investigate the most effective practices that will meet the needs of students in different contexts.

Internationalization of the curriculum: Connectivism approach supported by relational leadership.

Introduction: previous to the world pandemic covid-19, professors from a Mexican Public HEIs, located in the south of the country, had been implementing educative platforms as an internationalization of the curriculum strategy to include technology in their teaching, specifically in DACEA division. The first institutional platform implemented in 2004 was Moodle, Socrative, and Edmodo was the second step by a group of 20 out of 250 professors until 2020 when Microsoft Teams became the institutional educative platform. Method: the objective of this qualitative article is to characterize the roles and responsibilities of educational actors in the new digital management derived from the covid-19 pandemic in a Mexican Public HEI. Results: The findings indicate that the institution homologated the use of an educative platform at an institutional level, a training on the use of this new platform was given only covering the technical aspects, but there was still the pedagogical training missing for Flipped Classroom Methodology. The Syndicate leader with the aid of a small group of active professors, provided an online training course oriented towards the certification of digital competences with the participation of 120 professors from the 12 areas of the university. This work between the main educative actors: the institution and the syndicate leaders along with the professors has created the foundations for university engagement and a new administrative culture of collaboration. Conclusion: it is concluded that all educative parties when properly engaged can lead to the completion of objectives avoiding change resistance that sometimes arises specially when professors migrate from present mode to a distance mode.

Effects of simulation-based flipped classroom in developing head and neck examination skills in dental students.

To evaluate the effectiveness of a simulation-based flipped classroom in developing dental students' head and neck examination skills. Second-year dental students (n=118) participated in a simulation-based flipped classroom experience. A pre-class recorded lecture and video were posted online one week before the simulation date. In class, students completed a pre-quiz assessing pre-class coursework understanding of head and neck examination content. Then, students attended a question-and-answer session before the patient simulation. A formative assessment of head and neck examination simulation on a patient in the clinic was completed. Lastly, students completed an in-class post-quiz assessing understanding of head and neck examination content after the simulation, classroom simulation discussion, and open-response survey. Student post-quiz scores were significantly higher than pre-quiz scores, with an average improvement of 4.8 ± 7.2 percentage points. There was no difference between male and female improvement in scores. Student survey responses indicated that students liked combining simulation and flipped classroom methodology, flexibility with their schedules, learning at their pace, and opportunities for a deeper level of learning. Students reported wanting more practice sessions for their technical skills and more accessibility to faculty. According to this study's results, students had significantly higher post-quiz scores than pre-quiz scores and reported positive perceptions of this combined teaching technique. A simulation-based flipped classroom might be an effective teaching approach for developing head and neck examination skills that can be applied at other dental facilities with potentially similar results.

Using active flipped classroom methodology for more meaningful learning

This work aims to address the concept and importance that Active Methodologies can exert in student learning. And that they can prove to be great allies for teachers to streamline their classes. However, in this research, the Active Flipped Classroom Methodology was studied specifically. This approach is also known as Flipped Classroom, in which the student has the opportunity to have contact with the school content, before being in the classroom. Because it is a bibliographical research, important contributions of authors who approach Active Methodologies and their importance for current Education were described; as well as authors who specifically address the Flipped Classroom, an active methodology considered by certain authors as the darling of teachers and students, but other scholars understand the flipped classroom as an innovative methodology and others do not see it in the same way. It was also approached about challenges faced by professors to make use of technologies, as well as active methodologies, as well as characteristics that professors need to have to apply this practice.

Investigating the Effect of the Traditional Flipped Classroom in Teaching Primary 3 Class Mathematics

Purpose:
 The purpose of the study is to investigate how the "flipped" classroom impacts Primary 3 Mathematics students' learning and achievement. 
 Methodology:
 In this study, mathematics instruction in Primary 3 was recontextualised using the Flipped Classroom methodology. Using pre- and post-test methodology, a quasi-experimental research design was used with 81 lower essential school students from two private primary schools. Data collection utilised three designed instruments: the Mathematics Achievement Test (MAT), Traditional Flipped Classroom Instructional Guide (TFCIG), and Control Group Instructional Guide (CGIG). The test-retest reliability of MAT was established at 0.75. The study explored the potential benefits of the flipped classroom model in improving pupils' mathematics achievement and interest within the three primary classes. Two hypotheses were formulated and analysed using descriptive statistics for demographics and Analysis of Covariance (ANCOVA) at a 0.05 significance level.
 
 
 
 Findings:
 The findings shed light on the success of using a flipped model to recontextualise math classes at the Primary 3 level in Mathematics in Ilorin South Local Government Area of Kwara State, Nigeria. The findings indicate a significant positive effect of traditional flipped classroom instructional strategy on pupils' academic achievement in Mathematics. However, there was no significant interaction effect between treatment and gender. The conclusion is that the traditional flipped classroom instructional strategy improves pupils' academic achievement, irrespective of gender. This study found a statistically significant effect size for the flipped classroom instructional strategy.
 Unique Contributions to theory, policy and practice:
 This research contribution is twofold. Firstly, the study advances our understanding of the advantages, difficulties, and prospective improvements of flipped learning in Mathematics classes in Primary schools. Secondly, this study helps teachers understand how to integrate the flipped classroom within the learning and teaching system.
 
 The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.

Pediatric Intersession: An Upfront Flipped-Classroom Curriculum to Promote Pediatric Clerkship Readiness.

Best practices for content selection, mode of delivery, and timing of pediatric clerkship readiness curricula for medical students have, by and large, not been established. Capitalizing on changes in structure of the clinical clerkships during the COVID-19 pandemic, we created an upfront clerkship readiness curriculum, termed Pediatric Intersession (PI), to replace the existing weekly lecture-based clerkship didactics. Our goal was to develop an interactive curriculum with innovative instructional design methodology intended to promote broad foundational pediatric knowledge and clerkship preparedness using case-based learning. We first conducted a needs assessment and crafted curriculum content using guiding principles from the 2019 Council on Medical Student Education in Pediatrics (COMSEP) curriculum. We then organized material into four daily modules prior to the start of the clerkship and employed flipped classroom (FC) methodology. Sixty-six percent of students completed course evaluations, and >90% of the 100 respondents reported that the PI enhanced their clinical learning. Pre-/post-testing demonstrated some knowledge gain following the small-group sessions and there was no change on the National Board of Medical Examiners (NBME) Subject Exam mean scores compared to prior cohorts of students. The global pandemic provided an opportunity to re-envision our pediatric clerkship didactics content, while also incorporating instructional design methodology preferred by students. Our curriculum promotes a small group-based, interactive approach to clerkship readiness that fosters learning in the clinical environment that can be adapted for various settings. Our evaluation suggests that the transition to a FC readiness curriculum can be done successfully while effectively preparing students for their pediatric clerkship.

The Flipped Classroom Methodology in the Teaching of Genetics in a Brazilian Public School

The Flipped Classroom Methodology in the Teaching of Genetics in a Brazilian Public School

Flipped classroom as a methodology for acquiring skills in sustainability in the subject production management: an assessment of the students

The need to integrate competences aligned with the Sustainable Development Goals (SDGs) into higher education curricula has gained considerable attention in recent years. While the literature shows an increase in research on this topic, there remains a scarcity of papers addressing effective strategies to foster students' environmental sustainability competencies and skills, through active pedagogical methods. A promising avenue to achieve this goal is the adoption of the Flipped Classroom methodology. This approach has proven its ability to guide students towards reflection and critical thinking, making it a good tool for promoting sustainability awareness. An experience of educational innovation is presented that develops SDG 12 "Guarantee sustainable consumption and production patterns", and SDG 9 "Industry, innovation and infrastructures", in the subject Production Management, with the aim of achieving the competence "environmental awareness". From the perspective of the students, an evaluation of the educational experience is presented. The results show the success of the Flipped Classroom methodology in providing students with a holistic understanding of the principles of sustainable development and their application through the SDGs within their academic trajectory. In particular, this approach provides them with the skills and aptitudes to promote sustainability.

Social networking website increases efficacy and engagement in a distance learning course about oral lesions.

Distance learning appears to be an attractive approach to continuing education courses, but one barrier is maintaining learner engagement throughout the course. The primary aim of this research was to evaluate the operational efficacy of a private Facebook™ group (FG) in serving as a support mechanism for distance learning courses, and its impact on three fundamental dimensions: the attrition rates of participants who did not complete the course (commonly referred to as dropout rates), the rates of course completion and approval, and the overall performance of the participants. The participants of this quasi-experimental study comprised 159 dental students and 565 dentists enrolled in an e-learning course on oral mucosal lesion diagnosis. Prior to the initiation of the course, all participants were provided with the option to join a private FG. Within this group, moderators shared motivational messages and provided reminders concerning deadlines. Moreover, participants had the opportunity to engage in interactive discussions pertaining to topics related to the course. The course itself followed a self-guided format, employing the flipped-classroom methodology, spanning a total of 50 instructional hours. In order to assess the effectiveness of the course, participants were presented with photographs illustrating 30 oral lesions and were asked to propose diagnostic hypotheses both before and after the educational intervention (pre-tests and post-tests). Dentists who participated in the FG exhibited a significantly lower rate of discontinuation. As for dental students, their involvement in the group was positively associated with better performance, as determined by the percentage of accurate diagnostic hypotheses (a minimum of 70% correct responses was required for their approval in the course). Facebook™ demonstrates promise as a supplementary pedagogical tool in distance education courses. The interactive nature of the platform has the potential to alleviate the inherent challenges of remote learning.

Changing Mathematical Paradigms at the University Level: Feedback from a Flipped Classroom at a Peruvian University

The university-level mathematics teaching adopted by many professors is still a traditional classroom, and many students’ perception of mathematics is that it is a complicated subject. The operationality of the flipped classroom proposal implemented at a university has a potential that can be used to change the perception that university students and teachers have towards the mathematics course, as well as to change the methodology of many teachers on how they teach their courses in the classroom. This research is the result of the implementation of the flipped classroom methodology in the basic mathematics course that is part of the professional careers of the engineering faculty of a Peruvian university. The aim of this study was to analyze the impact of applying the flipped classroom on academic results and attitudes towards mathematics, with an experimental group of 227 students and a control group of 215 students. The academic results were measured at each of the stages indicated in the course syllabus, T1, partial exam, T2 and final exam; attitudes towards mathematics were also assessed at cognitive, procedural and affective levels at the end of the university semester. The Kolmogorov-Smirnov normality test was applied and yielded a value of p = 0.00, indicating that the grades obtained by the students did not follow a normal distribution. With the data obtained, the Mann-Whitney U test was performed, obtaining a p = 0.00 value (α = 0,052 tails). p < α makes us conclude that there are statistically significant differences between the scores of the experimental group compared to the control group. The results show a significant improvement in the academic performance and positive attitudes of students who took the course using the flipped classroom compared to those who did not use this methodology.

Context-based learning in flipped middle school chemistry class

ABSTRACT The study implements and investigates an innovative learning approach that incorporates Flipped Classroom (FC) methodologies and electronic assessment (e-assessment) in Context-Based Learning (CBL) in chemistry among middle school students. The study incorporated mixed methods strategies and (a) examined learners’ attitudes toward and perceptions of CBL in a hybrid environment in learning chemistry by using a structured, open-ended questionnaire; (b) examined learners’ awareness of the relevance of chemistry concepts and content to real-life and real-world situations by using a learning diary to examine activities initiated by the learners themselves; and (c) examined the correlation between learners’ achievements on online tasks and their achievements on a final written test. The findings revealed the students’ positive attitudes toward CBL in a hybrid environment using FC strategy. In addition, learning chemistry in a context-based approach helped learners see that the curriculum is relevant to phenomena that they encounter in real life and the real world. Furthermore, a strong correlation emerged between the learners’ achievements on the online assignments and their achievements on a conventional written test. This study adds knowledge about attitudes toward a context-based FC approach with e-assessments among middle school students, a population that has been the topic of very little exploration.

Transforming teaching in health: Exploring the advantages of the Flipped Classroom Active Methodology

The use of active methodologies in health education has effectively contributed to the teaching and learning process in both corporate settings and educational institutions, leading to the effectiveness in developing the knowledge, skills, and attitudes required for healthcare professionals. For this reason, the objective of this study was to explore the literature on the challenges of implementing the active methodology of flipped classroom in health education and to identify the necessary skills for educators to apply this methodology in teaching. This qualitative research utilized an integrative review approach to investigate the use of active methodologies, particularly the flipped classroom, which gained prominence after the shift to emergency remote teaching during the pandemic, with institutions adapting to hybrid teaching models. The results indicate that investing in teacher training for the use of Information and Communication Technology (ICT) to support learning, as well as developing effective strategies for flipped classroom implementation, are necessary. Moreover, updating the curricula of health education institutions with more active and innovative methodologies is crucial. Therefore, conducting further research to demonstrate the outcomes of applying the flipped classroom methodology in healthcare education is essential to foster its dissemination in educational institutions.

BLENDED LEARNING IN THE CONTEXT OF DIGITAL TRANSFORMATION OF HIGHER EDUCATION

The integration of digital technologies with ordinary teaching and learning methods is a feature of higher education. Integration is growing rapidly, primarily due to the quick development of digital technologies and the enhancement of digital skills of both students and teachers. Digital technologies bring about powerful changes in the educational system. Expansion of an access to devices and communication increases students’ digital literacy. The development of learning environment and free online resources change the ways in which students get access to information and obtain new knowledge. Blended learning is an innovative teaching method today. The article substantiates the role of blended learning in the digital transformation of higher education, analyses the implementation of blended learning models in the educational process of a higher education institution. The advantages of using blended learning in the educational process and the key factors of an effective blended learning environment have been determined. The “Flipped Classroom” learning model has been substantiated in detail and effective methods for implementing the flipped classroom methodology have been identified. To implement a blended learning model, a teacher must possess competencies that include the digital competence of a teacher. The poll of teachers regarding their choice of blended learning models has been conducted. A wide range of digital tools, which are used by teachers during classes based on the blended learning method, have been identified. It has been summarized that the use of the mixed learning model contributes to the development of digital competence of teachers and students and the improvement of the quality of the educational process as well.

DE06 Application of the virtual flipped classroom as low-fidelity simulation in dermatology undergraduate education

Abstract Since the COVID-19 pandemic, the zeitgeist of teaching has evolved with virtual platforms becoming increasingly popular among both learners and institutions. Educators have had to adapt delivery methodologies to this constantly evolving digital landscape. The flipped classroom methodology is a methodology whereby learners receive information prior to the class. This enables learners to process information, increasing time for higher-level learning and problem-solving during session time. A previous scoping review demonstrated that this methodology has rarely been employed in dermatology teaching. We aimed to evaluate integration of a flipped classroom approach within a digital undergraduate setting, specifically assessing the impact on self-directed learning and written skills. Sessions involved the provision of three ready-made dermatology clinical cases, steeped in realism via inclusion of simulated referral letters, recording of patient actor histories and photographs of rashes. Students were instructed to document, request tests and prescribe as if they were a doctor, in their own time, and send requests to the educator. In total, 115 third-year medical students rotated through dermatology and were emailed online evaluation forms. Consent was sought prior to completion of the questionnaire. Sixty-three students responded. Ninety-seven per cent undertook the required prework. Ninety per cent of students felt motivated to undertake the prework, with 87.3% agreeing that the prework was an effective use of their time. Students agreed that their problem-solving skills (90.5%), analytic skills (90.5%), written skills (77.8%), self-directed learning ability (87.3%) and ability to communicate dermatology diagnoses (93.7%) improved. The session was received well by the students, as 94.9% agreed that the session was enjoyable and preferential to lecture-based material (82.5%). Qualitative data included themes of novelty, ability to visualize oneself as a doctor and intrinsic motivation. The flipped classroom methodology is rarely used within dermatology medical student teaching. This methodology was well received by students, and benefits included the development of independent learning and essential written skills. This format of a flipped classroom approach may provide benefits for professional identity formation in the context of digital environments that otherwise seem unrealistic to undergraduates.