Flipped Classroom Model Research Articles

Leveraging Data Analytics to Investigate the Effectiveness of Flipped Classroom Models: A Case Study of Practical Programming Teaching

Educators face multiple challenges when teaching programming, such as the intricate nature of programming knowledge, the choice of effective teaching methods, and the diverse abilities of learners. Traditional teaching methods often fail to address these challenges, leading to higher dropout rates and lower student grades. This paper explores a study on the effectiveness of the flipped classroom model as a strategy to enhance student engagement in a practical programming course. In addition, learning data was analyzed to examine the relationship between pre-class preparation and in-class learning outcomes. The study's results indicate that the flipped classroom model significantly enhances student engagement and performance. Students who diligently completed pre-class assignments and dedicated more time to study demonstrated improved performance in subsequent in-class exercises. The results emphasize the potential of the flipped classroom model as a successful teaching method for increasing student involvement, encouraging self-directed learning, and ultimately improving the overall educational experience in programming courses.

A Novel Pediatric Clinical Skills Curriculum to Prepare Medical Students for Pediatrics Clerkship

Abstract Introduction Medical students feel poorly prepared to examine pediatric patients during clerkship. Our institution’s introduction to clinical skills course lacked practice with pediatrics physical examination skills. We developed a novel clinical skills curriculum to increase students’ confidence in examining pediatric patients. Methods Ericsson’s deliberate practice conceptual framework guided curriculum design. We utilized a flipped-classroom model to teach the newborn examination. Students watched a video, then practiced with manikins and patients. For the child examination, students attended a lecture and practiced with hospitalized children and facilitators. Students then participated in a Home, Education, Eating/Exercise, Activities/Employment, Drugs, Suicidality, Sexuality, Safety (HEEADSSS) didactic and role play activity. Before and after participation, students completed REDCap surveys ranking confidence in performing pediatric examinations and identifying normal examination findings on a Likert scale (1 = “Not at all confident,” 4 = “Extremely confident”). We analyzed data using Wilcoxon rank sum tests. Results A total of 97 students participated in the curriculum. Respectively, 56 (58%) and 32 (30%) students completed pre- and post-participation surveys. Post-participation, students reported increased confidence in identifying normal infant (median [interquartile range]; (2 [2,2] vs 4 [3,4]; p < 0.001) and child (2 [2,2] vs 3 [3,4]; p < 0.001) examination findings as well as HEEADSSS assessment components (2 [1.5,2] vs 4 [3,4]; p < 0.001), and had significantly higher scores on confidence performing infant (2 [2,2.5] vs 4 [3,4]; p < 0.001), child (2 [2,2] vs 3 [3,4]; p < 0.001), and HEEADSSS assessment (2 [2,3] vs 4 [3,4]; p < 0.001). Discussion This multi-modal curriculum emphasizing pediatric examination skills improved students’ confidence in pediatric-specific knowledge and skills prior to clerkship.

Technology-enhanced Learning in Information Systems Education

The COVID-19 pandemic significantly disrupted higher education but also accelerated the adoption of technology-enhanced learning and innovative teaching practices to promote student-centred learning in higher education. Nevertheless, traditional, didactic, teacher-centred approaches in university teaching are still prevalent. Specifically, Information Systems (IS) and other technology-related disciplines are expected to adopt technological innovations more readily. Moving beyond the pandemic, there is a need to reassess the current state of Information Systems education and explore technologies that have been effectively deployed to identify best practices. This study involves reviewing thirteen subjects as part of a Master of Information Systems course offered by one of Australia’s leading universities. It aims to identify innovative technology-enhanced practices that promote student-centred learning, assess their adoption levels and impact, and reflect on any difficulties hindering their adoption. We identified three innovative technology applications that effectively facilitate student-centred learning: web-based interactive content, online collaborative workspaces, and simulation games. However, we found that these technologies are primarily adopted for tutorials. Nevertheless, the use of technology has led to a notable shift from the traditional teaching approach to a flipped classroom model. The findings highlight the need for university-wide support, policy changes, and investments in time, resources, and staff training to enhance student-centred learning through the use of technology.

Perceptions of Science Trainee Teachers on the Impact of the Flipped Classroom Model toward Intrinsic Motivation in Science: A Conceptual Paper

Perceptions of Science Trainee Teachers on the Impact of the Flipped Classroom Model toward Intrinsic Motivation in Science: A Conceptual Paper

From the tam model to the acceptance of using the flipped classroom in teaching at primary schools: A case study in Vietnam

The flipped classroom (FC) model has long brought significant benefits to higher education, secondary, and elementary education, particularly in improving the quality and effectiveness of learning. However, the implementation of FC model to support elementary students in developing self-learning skills (autonomous learning, independent study, self-directed learning) through technology still faces numerous challenges in Vietnam due to various influencing factors. Data for the study were collected through direct questionnaires and online surveys from 517 teachers at elementary schools in Da Nang, Vietnam. Based on SEM analysis, the study identified factors such as perceived usefulness, accessibility, desire, teaching style, and facilitating conditions. The research findings indicate that factors like the perceived effectiveness of the model, teaching style, and facilitating conditions have a positive correlation with the decision to adopt the FC model. Therefore, to encourage the use of the FC model in teaching, it is essential to raise awareness of the model’s effectiveness, improve teaching styles, and create favorable conditions for implementation.

Integrating Training Pills and Flipped Classroom Model to Enhance B2-Level Writing Skills in EFL Learners: A Quasi-Experimental Study

Writing proficiency, especially at the B2 level in English as a Foreign Language (EFL), poses challenges for learners, necessitating mastery of various competencies, including linguistic accuracy and content organization. This study investigates the effectiveness of integrating "training pills" into the Flipped Classroom model to enhance B2-level writing skills. The research adopts a quasi-experimental design conducted over two academic years (2020-2022) in Seville, Spain. The sample consists of 120 high school students, with the experimental group using training pills (short audiovisual lessons), while the control group follows traditional instruction. Pre- and post-tests measured the improvement in writing skills, supplemented by questionnaires assessing satisfaction and engagement. Quantitative data analysis revealed that the experimental group improved by 34.4%, significantly outperforming the control group (11.8%). Qualitative feedback highlighted the accessibility and engagement benefits of the training pills, particularly their role in improving students' organizational and communicative success in writing. The study concludes that training pills, when integrated into a Flipped Classroom model, effectively enhance B2 writing acquisition by providing flexible and self-paced learning opportunities. These findings have significant implications for technology-enhanced learning and offer practical insights for educators seeking to optimize writing instruction for EFL learners.

Analysis of different factors on dental students' perception of a flipped classroom model: A 6-year follow-up study.

To evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years. In 2016 (cohort #1) and 2022 (cohort #2), second-year dental students participated in FC model in a preclinical dental course consisting of pre-class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen-and-paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID-19 pandemic on students' perceptions. When asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre-class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in-class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture. Both cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre-class work and cohort #1 had a higher positive report with in-class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom.

EASL Schools of Hepatology: Pioneering the Flipped Classroom Model and Blended Learning in Medical Education

EASL Schools of Hepatology: Pioneering the Flipped Classroom Model and Blended Learning in Medical Education

Comparative Analysis of Flipped Classroom Implementation in Western and Indian Indoctrination

The flipped classroom, a popular teaching method in Western countries, has gained popularity due to its ability to address traditional teaching limitations. However, India’s diverse education system presents unique challenges, including technological disparities, traditional practices, and curriculum rigidity. This study aimed to compare the implementation and outcomes of the flipped classroom model in Western countries and India, revealing key factors contributing to its success or challenges. The study aimed to provide insights into how the flipped classroom model can be adapted and optimized to fit different educational environments, ultimately improving learning outcomes and teaching practices globally. The study has explored adopting and implementing the flipped classroom model in Western countries and India, identifying challenges and barriers. It has also evaluated educational outcomes, explored the role of technological infrastructure, assesses teacher readiness and training, and provides explored the role of technological infrastructure, assessed teacher readiness and training, and explored the role of technological infrastructure, assessed teacher readiness and training, and provided recommendations for enhancing its effectiveness in India. The flipped classroom model can enhance educational outcomes by increasing engagement and active learning. However, India faces unique challenges and needs targeted solutions. India should invest in technology, professional development, curriculum adaptation, and community engagement to maximize its benefits.

Unravelling The Level and Factors of Listening Comprehension Anxiety in ESL Flipped Classroom Setting

Language anxiety has been an essential topic of discussion in English language learning since it acts as a filter that obstructs the learning process. Listening comprehension is the foundation to learning a target language thus, listening comprehension anxiety can have negative effects on second language (L2) learners’ performance. Meanwhile, flipped classroom model (FCM) has been introduced to facilitate language learning through the use of technological instruments in order to minimise language anxiety among L2 students. Hence, this study was conducted to examine the level of listening comprehension anxiety faced by L2 learners as well as factors influencing listening comprehension anxiety in flipped classrooms. The Foreign Language Listening Anxiety Scale (FLLAS) by Kim (2000) comprised of 33 items was adapted and used as the primary data collection instrument for this research. Ninety-three (n = 93) diploma students from UiTM Kelantan Branch who enrolled in the ELC121 (Integrated Language Skills I) course participated in the survey. Descriptive analysis was utilised to achieve the objectives of this study. The survey findings indicated that L2 learners experienced a moderate level of listening anxiety in a flipped classroom setting. This paper elaborates on the main area in which students are most anxious while listening to English text, that is the listening text and the strategies used. This finding will give educators some insights on how educational technology could be used to help reduce listening comprehension anxiety and eventually help L2 learners overcome their listening learning difficulties and improve their performance. Future studies are suggested to focus on listening comprehension anxiety experienced by male and female students as well as the comparison in listening comprehension anxiety faced by young and adult learners in flipped classroom setting.

Exploring Challenges Influencing the Discontinued Utilisation of the Flipped Classroom Pedagogy: A Case of South Africa Underprivileged High School and Organic Chemistry

The COVID-19 pandemic accelerated technological advancements in education. However, when the threat of COVID-19 subsided some schools discontinued the use of technology-enhanced flipped classroom. This study reports on challenges that could have influenced the discontinued utilisation of technology-mediated flipped classroom model that supported some of the underprivileged high schools of South Africa during the COVID-19 era. While acknowledging that the final decision on whether to discontinue rests with the teachers, learner challenges are equally important as they can contribute to the teachers’ decisions. Hence, this study, anchored by the TPACK framework and Maslow’s hierarchy of needs theory, explored both learner and teacher challenges that influence discontinuation of the use of the flipped learning model. This entailed using semi-structured interviews of purposively selected teachers and learners (N=8) to close this gap in the literature on the use of flipped classroom in the post-COVID-19 era focusing on organic chemistry. Using deductive thematic analysis, the key challenges that could have contributed to the discontinuation of the use of this teaching model were identified as lack of access to Internet services, stable Wi-Fi and ability to navigate the online learning system, competence, motivation, effect of lack of support from the educational institutions and teacher overloading. These findings contribute to the literature on the continued use of this teaching model beyond emergencies such as COVID-19 by highlighting challenges that educational practitioners should be wary of. Additionally, the study has implications for the need to fast-track infrastructure and teacher professional development in underprivileged high schools.

The Effects of Flipped Classroom on EFL Students’ Autonomy and Motivation

This study examined the effects of teaching English using the Flipped Classroom Model (FCM) on EFL (English as a Foreign Language) students' autonomy and motivation. The students' perceptions of flipped language instruction were explored to conduct a detailed analysis of the implementation. A mixed-method research design, an explanatory sequential design, was used with 50 EFL students at a Turkish state university during the spring term of the 2022-2023 academic year. A quasi-experimental design was used to create a control (n = 25) and an experimental (n = 25) group. To collect quantitative data, both groups were pre-tested with two scales at the start of the term (the Attitude/ Motivation Test Battery and the Autonomy Perception Scale). The FCM was used to teach main course lessons to the experimental group in a preparatory school while the control group was trained using a traditional learning approach. At the end of the term, both groups were post-tested after eight weeks of implementation in the experimental group. The qualitative data were collected via semi-structured interviews conducted at the end of the implementation to assess the participants' perceptions and perspectives on the impact of the flipped classroom. SPSS 25.00 was used to analyze quantitative data. To assess the effects of the intervention paired sample t-tests and independent sample t-tests were used. Descriptive content analysis was used to analyze qualitative data. The findings of this study indicate that the FCM, if properly implemented in L2 main course classes, has the potential to significantly increase autonomous learning and motivation. In comparison to the traditional model, flipped learning offers benefits such as making learning more enjoyable, increasing students' self-confidence, and decreasing their fear of making mistakes.

Enhancing Learning Engagement in the Flipped Classroom using a Video-Annotation Tool

In the realm of academia, there has been a burgeoning interest in examining student engagement within the context of the flipped classroom approach, particularly at the higher education level. Nevertheless, research pertaining to a pivotal facet of this pedagogical methodology—namely, student engagement during the individualized, at-home preparatory phase—remains limited. Within this void, the primary objective of this study is to delve into the prospective benefits offered by a video annotation tool in augmenting students’ level of engagement during this autonomous study phase. Throughout the course of this investigation, a bespoke questionnaire was crafted, grounded in a multifaceted framework for evaluating student engagement, with a specific emphasis on dissecting four distinct dimensions: behavioral, emotional, agentive, and cognitive. This questionnaire is geared towards gauging student engagement within the domain of the Flipped Classroom model that relies on video-based instructional content—a facet heretofore poorly explored within the scholarly literature. Both quantitative and qualitative data were collected by administering the aforementioned questionnaire to a cohort of 68 undergraduate engineering students at Politecnico di Milano (Italy), all within the authentic context of a case study. The outcomes stemming from this empirical inquiry showcase a noteworthy enhancement in student engagement, with particular prominence accorded to the realms of emotional and agentive engagement. Moreover, this study establishes that the interactivity and proactive involvement necessitated by the video annotation tool do not obstruct students’ behavioral and cognitive engagement levels. In summation, this research endeavors to illuminate the potentiality of bridging a pivotal juncture in the Flipped Classroom paradigm, specifically the phase characterized by independent at-home study. This bridge is facilitated by the utilization of a video annotation tool designed to heighten student engagement. This transformative approach effectively transmutes the traditionally passive at-home study phase of the Flipped Classroom into an active experience, thereby enhancing the overall efficacy of this pedagogical approach.

Estrategias de Enseñanza STEM: Un Análisis de Métodos Activos en el Aula

The research analyzes active teaching strategies in STEM education, focusing on methodologies such as gamification, project-based learning (PBL), augmented reality (AR), virtual reality (VR), educational robotics, and the flipped classroom model. These methodologies have shown to improve academic performance, knowledge retention, and the development of critical skills, such as critical thinking, creativity, and problem-solving. Despite the benefits, implementation faces significant challenges, including resistance from both teachers and students. The research highlights that combining traditional and active methods can help overcome these challenges, creating more dynamic and equitable learning environments. It also suggests that the success of these strategies largely depends on teacher training, willingness, and institutional support. In conclusion, active strategies are essential to better prepare students for the technological and scientific challenges of the future.

Flipped Classroom in the Czech Republic

The Flipped Classroom approach, advocated since the 1990s by scholars such as Alison King, Eric Mazur, Maureen J. Lage, Glenn J. Platt, and Michael Treglia, involves students independently learning theoretical content before class via e-learning resources like video recordings and self-directed programmes. This allows educators to use class time for discussions and scaffolding as students engage in problem-solving tasks individually and in groups. Notable milestones include the establishment of Khan Academy in 2004, MEF University's adoption of flipped teaching in 2011, the founding of the Flipped Learning Network in 2016, and the extensive use of e-learning during the COVID-19 pandemic. This paper examines implementing a flipped classroom project in environmental education in the Czech Republic. In 2018, three academics from different universities initiated the flipping of environmental education courses. The research, framed as combined action research, employed a questionnaire as the primary tool. Data were collected twice: in 2021, at the end of mandatory online teaching due to the COVID-19 pandemic, and in 2024, after three years of regular education. Responses from 288 students were analysed using standard statistical methods, while open-ended responses from 82 students and interviews with four university lecturers were qualitatively assessed. The findings underscore the benefits of electronic materials, particularly students’ appreciation for interactive elements, time flexibility, and the ability to review content multiple times. Students' willingness to watch digital lectures at home decreased post-pandemic, and the perceived efficacy of this method was higher among students during the pandemic. Although students find the flipped classroom method effective, they favour its combination with traditional teaching methods. Educators, cognisant of the method's potential, interpret these results as indicative of “virtual environment fatigue”, noting students’ reluctance to prepare in advance as a significant barrier. They advocate for the widespread implementation of the flipped classroom model across faculties to optimise instruction and eliminate the need for switching between traditional and flipped approaches. This study offers a practical example and insights for educators seeking to integrate the flipped classroom methodology with e-learning tools into their teaching practices.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

FLIPPED CLASSROOM IN SCIENCE EDUCATION: CORRELATING STUDENT EXPERIENCE WITH ATTITUDES

Despite the growing adoption of the Flipped Classroom (FC) model in higher education, there is limited exploration of its impact on secondary education and students' attitudes toward science. Thus, this study aimed to examine the correlation between secondary school students' perceptions of the Flipped Classroom experience in learning science and their attitudes towards the subject. The research focused on five perception constructs: Collaborative Environment, Self-Directed Learning, Learning Impact, Motivation and Enjoyment, and Technology Integration. Students' attitudes towards science were measured across five constructs: Importance of Science, Practical Work in Science, Learning Science in School, Science Outside School, and Future Participation in Science. The study utilized a quantitative survey methodology, collecting data from a sample of 100 Form Four students at School A, Sabah, Malaysia as of the year 2024. Through the analysis of the survey, the study found a significant positive correlation between students' positive perceptions of the FC experience and their attitudes towards science. Notably, high ratings for ‘Motivation and Enjoyment’ indicated enhanced student engagement, while lower ratings for ‘Technology Integration’ highlighted areas needing improvement. The findings underscore the potential of the FC to positively influence students' attitudes towards science. This research implies that educators should seek ways to enhance student engagement and foster a positive attitude towards science through innovative teaching methods such as Flipped Classroom. Keywords: attitude towards science, Flipped Classroom (FC), perceptions of the FC experience, science education, secondary education

Flipped Classrooms: Addressing Students Participation and Preparedness

The flipped classroom concept has gained attention in recent years as a modern pedagogical approach that offers an alternative to traditional teaching methods. While the flipped classroom model represents a significant shift in teaching strategies, its effectiveness in promoting active student participation and engagement cannot be guaranteed. The widespread use of mobile phones and computers has had a negative impact on digital learners, leading to a decline in the review of pre-class materials among higher education students. This paper critically examines the potential of the flipped classroom as an active learning strategy and raises questions about its effectiveness in meeting students' diverse needs. Results indicate that the flipped classroom teaching approach enhances student engagement and academic achievement. However, the effectiveness of this method hinges on digital learners adapting their study habits. A significant number of students fail to review course materials outside of class due to their reliance on digital tools, resulting in reduced pre-class preparation and fewer active participants in classroom discussions.

Improving student engagement with a flipped classroom instruction model in Ethiopian higher education institutions: The case of Mattu University.

Currently, the flipped classroom instruction model has received greater attention for its multifaceted advantages in improving student learning by boosting learning environments. To this end, a flipped classroom model was employed in the current study with the purpose of increasing student engagement across all three dimensions-behavioral, emotional, and cognitive. To look at the improvement observed as a result of this model, this study used a mixed-methods design, mainly a convergent parallel design. In the present study, fifty-five students from two distinct academic departments participated. In addition, the instructors of the courses that were chosen to be taught using a flipped classroom model were also participants in this study. The study employed focus groups, interviews, self-report surveys, and classroom observation strategies to gather the necessary data. The quantitative data were analyzed using descriptive aggregate means and paired sampling t-tests, while the qualitative data were analyzed using a thematic data analysis approach. The findings revealed that a flipped classroom greatly improved each of the three dimensions of student engagement. Moreover, the findings showed that the instruction model improved student engagement by creating learning environments where students could participate actively in class activities, interact more effectively with teachers and other students as well as with learning resources, and acquire the necessary knowledge from the courses. Future research may employ a large sample size with a sufficient time frame to make the findings more applicable to different educational institutions.

The effects of a flipped classroom approach on older adult students’ performance in digital photography

ABSTRACT The trend of population aging is accelerating globally, which is resulting in increased attention on the educational needs of older adults. Given the cognitive changes associated with aging, there is a pressing need for innovative teaching strategies that cater to their unique requirements. Although the flipped classroom model has shown positive effects on student engagement and learning outcomes across diverse educational contexts, its efficacy in the context of older adult education remains to be empirically validated. This study aimed to determine the effectiveness of the flipped classroom approach in digital photography courses designed for older adult students (OAS). The research involved 25 OAS at a third-age university located in western China. This study used a quasi-experimental research design. The experimental group (N = 12) received instruction using a flipped classroom approach, while the control group (N = 13) received traditional lecture-based instruction. Data were collected and analyzed to compare student engagement, in-class observations, out-of-class communications, digital photography assignments, and after-class interviews between the two study groups. The findings indicated that the level of behavioral engagement differed significantly between the experimental and control groups. The observations revealed differences in note-taking methods and out-of-class communications between the two groups. The results further suggest that the flipped classroom approach enhances the learning achievements of advanced photography skills and knowledge. The challenges faced by students in the experimental group are also discussed. The findings of this research will facilitate the application of the flipped classroom model in third-age education.