Flipped Classroom Mode Research Articles

Adopting video assignments as a tool to improve first-year pharmacy students class engagement

The objective of this study was to evaluate the use of video assignments as a tool to improve students' engagement and maximize their benefit from the assigned homework in a pharmaceutical calculations course. This was an intervention study, including the use of a new electronic educational tool. The study was conducted during the academic year 2021-2022. Six video assignments were created for two of the four modules of the pharmaceutical calculations course for the first-year pharmacy students. The video assignments were employed in a flipped classroom mode, with each video including 3-4 questions on successive steps in one problem. Students' perceptions of the video assignments were assessed through a survey conducted at the end of the course. The survey items represented the five domains of the Technology Acceptance Model (TAM). All the first-year students (n=356) were assigned to this new educational tool. A total of 296 students responded to the survey, with a response rate of 83%. The majority of students agreed with the perceived usefulness, ease of use, and behavioral intention to use the video assignment. Multiple linear regression analysis indicated a significant positive association between two items (perceived usefulness and attitude to use) and the outcome variable (behavioral intention to use). The video assignment tool was successfully used to provide immediate feedback to a large class in a pharmaceutical calculations course. The students were in favor of the video assignment compared to traditional paper assignments. This finding could encourage other instructors to assess the benefit of implementing such tools in other pharmacy courses.

Research on the Application of Cognitive Diagnosis in Flipped Classroom Mode of Secondary Vocational Schools

Research on the Application of Cognitive Diagnosis in Flipped Classroom Mode of Secondary Vocational Schools

ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: TEACHING ENGLISH FOR SPECIFIC PURPOSE (ESP) IN HIGHER EDUCATION

ESP (English for Specific Purpose) is part of ELT (English Language Teaching) which contains the teaching of English as a foreign language. Every English teacher, especially ESP, must innovate in the delivery of their teaching materials which are always carried out from year to year. This study reports on the perceptions of economics major students about the use of flipped classroom models in learning English for Specific Purpose (ESP). Illustrated in classroom action research through reflective journals, photo elicitation and interviews data. Qualitative findings show that: 1) all students enjoy watching video teaching materials and have an interest in using them to learn English; 2) the use of flipped classroom in learning English makes students independent and active in learning English; 3) flipped classroom engaged students in learning English in different contexts of discourse; 4) flipped classroom mode motivated students in learning English. The findings of this study are expected to be useful for other researchers interested in EFL learning innovations or teachers who are looking for teaching English for Specific Purpose (ESP).

Evaluation Method of Japanese Teaching Effect Based on Feature Offset Compensation

This study applies big data processing technology and parallel computing methods to assess the teaching effect of Japanese in the Flipped Classroom (FC) and task-based teaching mode. We propose a model for evaluating the Japanese teaching effect in this mode using feature offset compensation. We employ distributed mining of association rules to detect the teaching effect and extract ontology information and association rules related to the distribution of Japanese teaching effect in the FC and task-based teaching mode. Furthermore, we construct a fuzzy decision-making model for evaluating the teaching effect. The joint information entropy characteristic value of the teaching effect deviation is calculated, and the extracted characteristic quantity is classified and identified using feature deviation compensation and the C-means clustering method. Based on the classification and identification results, we achieve accurate evaluation of the Japanese teaching effect in the FC and task-based teaching mode. Our simulation results demonstrate high precision rates and confidence levels in the evaluation of Japanese teaching effect in this mode.

Strategi Flipped Classroom Sebagai Upaya Meningkatkan Pemahaman Kandungan Al-Qur’an Dan Hadits

Research data is all information obtained to support the running of the research. The data in the study is divided into two forms, namely primary data (principal) and secondary data (supporting). The data source in the study is the subject from which the data was obtained. The primary data sources in qualitative research are words and actions, the rest are additional data such as documents and others. The results of this study found several aspects, namely consisting of; First, from the aspect of implementing flipped classroom mode learning, it is concluded into three groups; 1) Flipped Classroom learning planning, 2) Implementation of Blended Learning, and 3) Assessment. Second, from the aspect of Implications, several impacts were found on Flipped Classroom learning, including; 1) Learning motivation, 2) Independence, and 3) the Development of Qur'an and Hadith Learning. Then the Ketiga is an inhibitory aspect that includes 14 among others; 1) Assessment Online, 2) Evidence of Student Process, 3) Student Memory, 4) Parental Support, 5) Parents' Fair Play, 6) Parental Saturation, 7) Student Slowness, 8) Student Trust, 9) Shame, 10) Facilities and Infrastructure, 11) Teacher HR, 12) Parents' HR, 13) Parent Spirit, and 14) Student Spirit. The efforts to overcome the obstacles are parent counselling and exploring innovations and potential teachers' abilities for technology and information.

A study on the application of flipped classroom model in universities based on learners' perspective

Since the concept of flipped classroom became a hot topic in 2011, it has been practiced in China for 5 years. At present, China has formed a number of online resources and project resources, such as Super Star Video Teaching Network, which provide a rich resource environment for the teaching practice of flipped classroom [1]. Many colleges and universities gradually carry out the flipped classroom teaching mode. However, many students in colleges and universities are resistant to flipped classroom. In order to investigate the reasons for the negative attitude of college students toward flipped classroom, this study conducted an interview survey with seven students from different colleges and universities, with different majors and more experience in flipped classroom. Through the analysis of the interview scripts, it is found that there are problems such as biased teacher's orientation, generalized micro-class videos and lack of in-depth classroom interaction in the application of flipped classroom mode in colleges and universities, and the corresponding improvement measures for the application of flipped classroom in colleges and universities are proposed in response to the problems.

Promoting Student Wellbeing Through Dedicated Units on the Psychological Science of Wellbeing: Rationale, Nature, and Student Evaluations

The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of specific units focusing entirely on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit “provided me with knowledge and skills I can apply”. By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing.

Curriculum Design of College Students’ English Critical Ability in the Internet Age

“Speculation” is considered to be one of the important qualities that modern students should possess, and it is also the goal of modern education. With the advent of the Internet age, teaching models have been continuously combined with technology. From mixed teaching to flipped classroom, teaching with different methods of information transmission can achieve the best results. This paper is aimed at studying the curriculum design of college students’ English critical thinking ability in the Internet era. On the basis of analyzing the significance of cultivating college students’ critical thinking ability and the curriculum design of critical thinking ability, the flipped classroom mode is used for teaching practice through the experimental method and questionnaire survey method. The personality tendency and the cultivation of students’ critical thinking ability in the flipped classroom were analyzed statistically. Finally, it was concluded that the students’ critical thinking skills have been improved to a certain extent through the various links set in the flipped classroom teaching.

Application of the Flipped Classroom Mode under Few-Shot Learning in the Teaching of Health Physical Education in Colleges and Universities.

The flipped classroom is a revolutionary teaching method that reverses the traditional roles of teachers and students, as well as the traditional classroom and after-school schedules. The flipped classroom is currently the most popular English teaching reform, so the design and development must meet the practical needs of college physical education teaching. Subverting the classroom is a highly effective service for college physical education that promotes college physical education quality improvement. The research topic of this study is the application of the flipped classroom teaching model based on few-shot learning in public physical education in ordinary colleges and universities. It analyzes the conceptual advantages of the flipped classroom teaching model based on few-shot learning, combining its benefits with the current common college environment. There are issues in physical education, and a teaching model suitable for public physical education in ordinary colleges and universities is gradually being developed in order to improve students' enthusiasm for independent learning and classroom teaching quality. The flipped classroom teaching model has given rise to new ideas for the construction of a physical education model: first, students' physical learning is no longer limited to the physical education classroom, thanks to the use of network technology to change the learning environment. Teaching resources have been expanded to include many online sports resources, so students' physical learning is no longer limited to the physical education classroom. Students can learn anytime and anywhere, which allows them to continue their education throughout their lives; second, flipped classrooms increase teacher-student interaction and play an important role in re-establishing a harmonious teacher-student teaching relationship: third, online courses help students develop their skills. Autonomous learning's ability to shape students' personalized learning is better suited to the development of students' core literacy.

Cultivating Translators’ Critical Thinking Competence Based on a Flipped Classroom Mode

Cultivating Translators’ Critical Thinking Competence Based on a Flipped Classroom Mode

The Application of Vocabulary Cohesion and Richness in College English Writing under the Flipped Classroom Model

With the rapid development of network communication technology, since the beginning of the 21st century, flipped classroom, as a new hybrid teaching method based on computer technology, has changed the traditional teaching method and formed a teaching process of "learning first and teaching later". Applied to many fields. In university teaching, flipped classroom is widely used, changing students' passive learning to active learning, adjusting classroom time and learning time, emphasizing students' autonomous learning, and greatly improving students' enthusiasm for learning. From the perspective of the cohesion and richness of vocabulary in the flipped classroom model, this paper examines the effect of vocabulary in college writing under the background of flipped classroom and the teaching method. Through the discussion of the relevant concepts of the flipped classroom model, this paper shows the relevant characteristics of the flipped classroom. College English writing is a very important subject, and the English teaching mode has greatly helped college students to learn English writing. Therefore, this paper focuses on the application of vocabulary cohesion and richness in college English writing under the flipped classroom mode. The final results of the study showed that the students in the experimental group scored 88 and 92 on lexical cohesion and richness, respectively, with an average score of 90. It can be seen that the flipped classroom model is helpful to improve the vocabulary cohesion and richness of students' English composition.

Application of Flipped Classroom Teaching Mode in Electromechanical Teaching of Secondary Vocational School

Compared with the traditional teaching mode, the flipped classroom teaching mode is an efficient and scientific teaching mode. It takes students as the key development subject. It aims to enhance students’ subjective initiative and guide students to learn and practice more independently and actively. In the process of electromechanical teaching practice in secondary vocational schools, teachers should fully combine the characteristics of electromechanical teaching, make scientific and comprehensive use of the flipped classroom mode, ensure the two-way improvement and overall optimization of students’ ability and accomplishment, and better meet the long-term development of students.

Teaching Design and Practice of Flipped Classroom Mode Based on Deep Learning in “Basic Concept of Coordination Compounds”

Teaching Design and Practice of Flipped Classroom Mode Based on Deep Learning in “Basic Concept of Coordination Compounds”

Problems and Countermeasures of Flipped Classroom in Teaching Practice: Take the course of Comprehensive Business English as an example

In order to improve students Business knowledge and English skills, and conform to the requirements of the development of the times for Business English, many teaching reforms and innovations have emerged one after another, and the flipped classroom model is one of them. Flipped classroom has a relatively extensive theoretical and practical foundation abroad, and it has gradually emerged and developed in the teaching field in China in recent years. This article combines the practice of flipped classes in the course of Comprehensive Business English of Chongqing University of Technology, summarizes the problems and difficulties encountered, and proposes some suggestions for its solutions, hoping to provide a more reasonable and effective application of flipped classroom mode in Business English teaching.

Artificial Intelligence-Based Simulation Research on the Flipped Classroom Mode of Listening and Speaking Teaching for English Majors

Information technology has become an important carrier for the implementation of flipped classrooms, giving full play to the role of modern education technology and transforming the traditional classroom teaching form into an important form in today’s education reform. This article mainly studies the simulation of the flipped classroom model of listening and speaking teaching for English majors based on artificial intelligence. A total of 31 English majors were selected for the experiment, including 7 boys and 24 girls. After obtaining the consent of school leaders and teachers, 16 weeks of experimental teaching were carried out in the class. The experimental subjects had not been exposed to the flipped classroom teaching mode before the start of the experiment, and they were willing to participate in this experiment. After the phased flipped classroom teaching mode was carried out in the experimental class, the teaching objects in the experimental class were selected in the form of interview questionnaires to understand students’ attitudes and acceptance of the flipped classroom teaching mode in English listening and speaking classes. Adjust and improve the poststage flipped classroom teaching model to provide reference. During the experiment, the control class adopted the multimedia courseware-assisted oral teaching method and, in the experimental class, flipped the classroom oral teaching mode. Teachers integrate resources when preparing lessons to design flip-flop classroom oral English teaching, and teachers guide students to use the internet to search for resources and preview independently. The average value of the English self-management learning ability of the students of this major was 27.48 points before the experiment started. After passing the experiment, the score increased to 38.90 points, and the average value increased significantly (t = −20.189, P < 0.01 ). A comparatively complete comparison of English listening and speaking teaching results was carried out. Before the implementation of the flipped classroom, the students’ average professional English score was 76.23 points, and the average score after the launch was 84.39 points. The overall average score increased by 8.16 points. With regard to students’ English learning scores, there has been some improvement. The results show that, through the implementation of flipped classrooms, students have exercised their ability to self-manage their learning and strengthened their ability to make learning plans, implement them, and reflect on the effectiveness of learning.

Internal Medicine Clerkship ID Curriculum Flip: Will They Prefer to Pre-learn?

Varying pedagogical approaches of undergraduate medical education are utilized in clerkships to supplement bedside teaching. The flipped classroom mode, in which self-paced study precedes the in-person session, is often used in pre-clinical education. This shift allows time with the instructor to focus on guided application of pre-learned concepts. At our institution, the Internal Medicine Clerkship Infectious Diseases lecture was substituted to a flipped classroom with two pre-learning videos. Student satisfaction scores were higher for the flipped classroom and comments were more negative for the traditional lecture. This suggests that senior medical students favor flipped classroom pedagogy despite pre-learning requirements.

The Application of Flipped Classroom Mode in College Dance Teaching

With the popularization and application of the concept of quality education in our country, in the teaching of college dance in the new era, the teaching concept is also continuously changing, and there are more and more teaching methods, which can also help the educated to improve their learning at a certain level. The interest of students can continuously enhance the students’ dance knowledge, the use of dance skills and the ability to innovate. In the past, dance teaching methods limited the interaction between teachers and students to a certain extent, and restricted the development of the educated learning initiative. The teaching method of flipped classroom can effectively improve the previous teaching methods and improve teaching efficiency

FLIPPING THE CLASSROOM REMOTELY: IMPLEMENTATION OF A FLIPPED CLASSROOM COURSE IN HIGHER EDUCATION DURING THE COVID-19 PANDEMIC

In this article we present the results of a pilot implementation of the flipped classroom methodology during the second semester of the COVID-19 pandemic. We suggest the term Remote Flipped Classroom for the flipped classroom mode in online environments, especially in case of emergency. This implementation was carried out in a Department of Education at the University of Patras, Greece after the first semester and the initial familiarization of students with the new learning environments due to COVID-19 pandemic. The research data presented here lead us to the conclusion that both the traditional form of the flipped classroom and the remote flipped classroom may contribute to the teaching and learning in higher education, based on the role differentiation of instructors and students, to the promotion of active participation and engagement of students and to the improvement of the learning experiences they have.
 
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An Empirical Study on Computer Flip Classroom Teaching in College English Teaching

The flipped classroom works by allowing students to watch class videos at home and learn the basics of the topic first. When you return to school, you will learn how to apply these basic knowledge through various learning activities, such as group discussions and project studies, so that you can master the basic knowledge and learn how to apply it. Flipped classroom has a solid academic foundation. However, there is no denying that flipped classroom is still not popular, and many teachers and schools are still trying to explore. Especially for teachers who are just beginning to learn flipped classroom, it is psychologically and technically challenging to switch from traditional mode to flipped classroom mode all at once. Based on this, this paper uses experiments to explore the demonstration of flipped classroom teaching method in college English teaching.

Research on the Reform of Business English Translation Teaching under the Flipped Classroom Mode

In the new era, informatization teaching mode has become a mainstream development direction of higher education. More and more schools and majors apply flipped classrooms to the teaching process, and English education is also one of the focuses. This article first discusses the problems of flipped classroom teaching in business English translation courses, then analyzes the significance of flipped classrooms in business English translation teaching, and finally summarizes the reform methods of business English translation teaching under the flipped classroom mode.