Flipped Classroom Teaching Research Articles

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 Application of Flipped Classroom Teaching Model in German Reading Teaching

The flipped classroom teaching model is the product of the information age. German teachers in colleges and universities should actively carry out flipped classroom teaching, make micro-lessons according to the teaching focus of reading class, upload micro-lessons to online teaching platform and scientifically guide students to preview before class; Actively carry out online live teaching, discuss with students the content of micro-lessons, text topics, and carry out deep reading teaching; Actively carry out online tests to test the effect of online German reading teaching; Carry out offline precision teaching to answer questions for students and improve their German reading comprehension; With the help of online teaching platform to carry out after-school extended learning guidance, publish group German reading tasks, and comprehensively improve the quality of German reading teaching in universities.

A breath of fresh air: a pilot flipped classroom approach to airway management skills training

ObjectivesWhile flipped classroom instruction has repeatedly shown efficacy in undergraduate medical education, evidence for its utility in procedural domains remains sparse. This holds particular significance for surgical subspecialties such as otolaryngology, which have limited time in undergraduate medical curricula. We designed a novel airway management skills simulation course with a flipped classroom approach and evaluated its efficacy in a pilot study.MethodsA simulation course was designed to provide instruction in seven airway management skills: bag valve mask ventilation, laryngoscopy, intubation, cricothyroidotomy, tracheotomy, and tracheostomy care. Publicly available YouTube videos were selected as pre-learning materials. Participating students completed surveys before the pre-learning assignment and after completion of the simulation center workshop.ResultsSixteen students participated in the workshop, and data was collected from 14 participants. Learners reported significant improvements in knowledge regarding all covered skills except tracheotomy; mean self-rated knowledge improved from 2.9 to 5.8 (p < 0.001) on a scale from 0 to 10. Significant increases in self-reported confidence in performing all seven skills were also observed, with an overall increase from 1.1 to 5.7 (p < 0.001). Students also rated all elements of the workshop highly, including a prevailing belief that the pre-learning materials markedly enhanced their learning.ConclusionOur novel framework for skills-based education using a flipped classroom approach demonstrated remarkable efficacy in improving learner knowledge and self-reported confidence regarding airway management skills. This educational design, including the use of high-quality, publicly available pre-learning videos, has significant implications for undergraduate medical education in surgical subspecialties.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

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.

The Implementation of a MOOC-Based Flipped Classroom Teaching Method in the Context of Oncology Radiotherapy Residency Training.

The objective of this study is to examine the efficacy of the flipped classroom blended teaching method in the context of massive open online courses (MOOCs) for implementing standardized training and teaching of residents in oncology radiotherapy. A total of 48 junior residents who received standardized training at the Oncology Radiology Department of Harbin Medical University Cancer Hospital between September 2021 and August 2023 were randomly divided into two groups-i.e., the research group (24 cases) and the control group (24 cases)-using the random number table method. The control group received conventional didactic training, whereas the research group participated in a blended learning approach based on the MOOC model. The assessment results, along with the evaluations of teaching effectiveness, self-learning ability, and teaching satisfaction questionnaires, were observed and compared for the two groups of students. Compared with the control group, the research group presented significantly higher scores on theoretical foundations, skill operation, and case analysis (P < 0.05). The research group also showed greater outcomes than the control group in terms of improved theoretical knowledge, problem-solving skills, self-learning ability, teamwork, and communication (P < 0.05). The students in the research group presented significantly higher scores on measures of self-motivation beliefs, task analysis, self-monitoring and adjustment, and self-evaluation than those in the control group (P < 0.05). The research group also demonstrated significantly higher levels of satisfaction than the control group in terms of improvements in learning interest and initiative, clinical thinking ability, problem-solving ability, team cooperation ability, and the level of radiotherapy target delineation (P < 0.05). The implementation of MOOC-based flipped classroom blended teaching was shown to have positive effects on the standardized training and teaching of residents in the field of oncology radiotherapy. This approach can undoubtedly enhance students' academic performance, problem-solving abilities, and self-learning aptitudes while effectively stimulating their learning interests and initiative. Therefore, MOOC-based flipped classroom blended teaching is a valuable candidate for clinical application and promotion.

Studying the Effectiveness of the Flipped Classroom Teaching Method for Promoting Education Students' Academic Performance and Learning Outcomes in Saudi Universities (A Comparative Study)

This study examines whether the flipped classroom teaching method effectively improves the academic performance and learning skills of education students in Saudi universities, unlike traditional lecture-based pedagogies. Guided by constructivist learning theory, the research employs an autoethnographic methodology based on the experiences of the author as a student and educator in Saudi Arabia and Australia. This study examines how flipped classrooms integrate technology, student autonomy, responsibility for learning, engagement, and satisfaction. therefore, the flipped classroom is an educational approach that delivers theoretical content to students via videos or online learning materials to be studied at home. In classroom sessions, it focuses on practical activities, discussions, and problem solving, which enhances understanding and practical application of concepts, and increases student engagement. Results from this study indicated positive effects on the student's academic achievements and involving them in more interactive learning. This study suggests that adopting the flipped classroom method could result in relatively better academic preparation for modern educational challenges in Saudi higher education. A future empirical research that examines the effectiveness of the flipped classroom method on education students in Saudi universities is recommended. In order to make generalizations based on the findings, non-probabilistic sampling must be applied.

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.

Research and Practice of Flipped Classroom Teaching Mode of Integrated Business English Course Under MOOC Environment

Research and Practice of Flipped Classroom Teaching Mode of Integrated Business English Course Under MOOC Environment

An Experimental Study of Flipped Classroom to Enhance Students&amp;#39; Basketball Teaching Design Ability

This study takes the teaching innovation of compulsory basketball courses as the research object in the context of teaching innovation of information technology in physical education disciplines in Chinese higher education. It adopts the method of using literature, action research and mathematical statistics. An experimental study was conducted on the application of the offline combined with online group flipped classroom teaching model in the basketball major compulsory course to explore the impact of the model on improving students&amp;#39; basketball instructional design ability. The experiment shows that the post-test t-test result of instructional design ability is -32.217 with a p-value of 0.000, and the experimental group is significantly better than the control group in terms of instructional design ability. It is concluded that the application of offline combined with online group flipped classroom teaching model can very significantly improve students&amp;#39; basketball instructional design ability. The aim is to construct a scientific and feasible teaching practice model for the teaching innovation of physical education courses, and to promote the educational quality change and teaching innovation of physical education professional courses.

The implementation and evaluation of a mock trial using a flipped classroom pedagogy in practical nursing education.

Background: This quality improvement study explores the implementation and evaluation of a mock trial within a flipped classroom pedagogy to help first-year practical nursing learners meet the class objectives. Methods: Sixty-two (N=62) practical nursing learners participated in a mock trial as part of their first year Nursing Arts course at Bow Valley College in July 2022. The mock trial was evaluated using qualitative and quantitative data collection. Results: The thematic analysis suggested that a mock trial using a flipped classroom pedagogy may be an effective way of teaching course objectives. The learners reported a moderate to high level of confidence in managing challenging situations after participating in the mock trial. Conclusions: The study highlights the potential benefits of incorporating a mock trial using a flipped classroom pedagogy in practical nursing education.

Optimizing Flipped Classroom Teaching in College Basketball Through 'Internet +' Algorithm

The integration of the flipped classroom model with network technology has revolutionized college basketball education, shaping a new era of instructional dynamics. This study delves into the optimization process of algorithms within the “Internet +” technology framework, with a focus on enhancing recognition accuracy. Through a comprehensive exploration of the application of the “Internet +” algorithm across different academic grades in the context of flipped classroom teaching for college basketball, insights from both students and teachers are synthesized. Empirical tests underscore the effectiveness of incorporating “Internet +” technology into the pedagogical framework of college basketball flipped classrooms. By identifying and addressing prevalent teaching challenges inherent in this setting, the research proposes strategic interventions aimed at elevating the overall teaching quality of college basketball flipped classrooms.

Computer-assisted education and application in the music flipped classroom: A review of the literature

The application of computer-assisted learning in music education not only changes the traditional teaching mode, in addition, it provides students with a richer and more personalized learning experience. However, the implementation of computer-assisted learning also faces many challenges, such as insufficient technological infrastructure, teachers' role change, and the development of students' independent learning ability. Therefore, this study explored the pedagogical effects of computer-assisted learning applications in music-flipped classrooms and how to enhance students' learning and musical expression through a computer-assisted flipped classroom teaching model by using the literature review method. Through a five-step approach, this study analyzes the current status, problems, challenges and opportunities of computer-assisted education in music-flipped classrooms, aiming to assess its effectiveness and propose strategies to promote innovation and development in music education. The study findings demonstrated that utilising computer-assisted learning in the music-flipped classroom substantially enhanced students' musical knowledge, skills, and performance by fostering active learning participation and interaction. Conclusions drawn from the study found that computer-assisted learning is effective in improving learning outcomes and musical performance and can contribute to the advancement of music education theory and practice. Future academic exploration needs to confront these obstacles and delve into inventive applications of computer-assisted learning. Furthermore, there is a necessity for prolonged investigations to evaluate the enduring influence of music education outcomes through computer-assisted music-flipped classroom instruction.

Development of Academic Achievement in Systemic Anatomy Course Through Flipped Classroom Teaching

Background and Aims: With the rapid development of modern information technology, the popularization of computers and networks not only changes the way of entertainment but also has a profound impact on the reform of teaching. With the diversification of knowledge acquisition methods, traditional teaching ideas and teaching methods have to face reform. The traditional infusing teaching method does not give play to the students' subjectivity, but also seriously blows the students' enthusiasm for learning. The flipped classroom teaching approach, on the contrary, pays more attention to the principal position of students, transforms the one-way transfer of knowledge in traditional teaching into a two-way interaction between teachers and students, to help students better understand and master knowledge, promotes the internalization of knowledge, and enhance students' learning initiative. The purposes of this study were; 1) To develop learning activities for the flipped classroom teaching approach in the Systemic anatomy course and 2) To compare academic achievement scores between pre-test and post-test using the flipped classroom teaching approach. And 3) To study the students’ satisfaction with the flipped classroom teaching approach in the Systemic anatomy course. Methodology: The sample consisted of 40 first-year students of Luzhou Vocational College of Medical Devices. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, academic achievement tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1) The development of learning activities for the flipped classroom teaching approach in the Systemic anatomy course has an average suitability value for all plans equal to 4.31, which is at a high level. 2) Students who studied using flipped classroom teaching approach learning activities had higher academic achievement scores post-test than pre-test at a statistical significance of.05 and 3) Students who learned using the gamification teaching model had overall satisfaction at a high level. Conclusion: The Systemic Anatomy course's flipped classroom teaching strategy greatly increased students' academic progress and garnered high marks from them, according to the study. The post-test results were much higher than the pre-test results, and the learning activities that were devised were highly appropriate.

The Development of a Blended Learning Model with a Flipped Classroom Based on MOOC to Enhance Academic Performance and Attitude in the "Basics of Computer Application" Course at Guangxi Normal University for Nationalities

Background and Aim: In today's highly competitive and evolving academic environment, academic performance and learning attitude are considered two crucial aspects that shape students' academic performance and personal development. Academic performance not only reflects a person's learning outcomes in a specific subject area but is also closely related to his or her learning attitude. The traditional teaching mode can’t meet the teaching demand of the "Basics of Computer Application" course, and the blended learning model is more suitable for the development of education information. This study aimed: (1) To study the development of students' academic performance by the flipped classroom teaching mode based on MOOC. (2) To study the development of students' learning attitudes by the flipped classroom teaching mode based on MOOC. Materials and Methods: The research sample is a total of 60 students in two classes of the first grade of preschool education at Guangxi Normal University for Nationalities, there are 30 students in both classes, and they are divided into two groups based on the class: Class 1 is used as the control group to teach in the traditional classroom teaching mode, and class 2 as the experimental group is taught in the flipped classroom teaching mode based on MOOC. The data of this research comes from test papers and questionnaires. Input the test data into SPSS for descriptive statistics and data analysis; input the questionnaire data into SPSS for data analysis. Results: (1) The academic performance after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P&lt;0.01). (2) The attitude after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P&lt;0.01). Conclusion: (1) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' academic performance more than traditional classroom teaching. (2) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' learning attitude more than traditional classroom teaching.

Quality Optimizing Teaching Decisions in Flipped Classrooms Through Data-Driven Strategies

In the context of digitalized educational research, the rapid advancement of internet technologies and big data has catalyzed the transformation of traditional teaching models. The flipped classroom, recognized for its flexibility and efficiency, has garnered significant attention. However, the challenge of scientifically optimizing teaching decisions in flipped classrooms to maximize educational outcomes remains critical. Previous studies have achieved some progress in optimizing teaching decisions within flipped classrooms, yet they often suffer from a lack of methodological diversity, inadequate consideration of multi-level constraints, and struggle to adapt to dynamic teaching environments. Addressing these deficiencies, this research introduces a hybrid evolutionary algorithm combining differential evolution and greedy backtracking. Defined and classified constraints within flipped classroom teaching decisions, the construction of constraint networks, and the creation of multi-level decision spaces are transformed and solved through this hybrid algorithm, offering a systematic optimization strategy. Case analysis confirms the effectiveness and practicality of the proposed method, aiming to bolster decision-making in flipped classrooms and advance the development of digitalized teaching.

Applying Iterative Student Feedback across Flipped Classroom and Flexible Teaching Approaches: Impact on Veterinary Students' Learning Experience.

No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform-VetCloud-was developed to provide access to modularized programme content across courses to promote active, integrated learning. This study aimed to understand student perceptions regarding the enhancement of the student learning experience in a foundational course in gastrointestinal anatomy and physiology at The University of Queensland across two learning cycles, via applying iterative student feedback in transitioning a flipped classroom approach using VetCloud for the delivery of lecture content in 2022 to a flexible learning approach in 2023. By 2023, the use of VetCloud in the flexible learning approach improved students' work/study/life balance, reduced their stress levels, and enabled a more efficient use of their time when studying, compared to the flipped classroom approach in 2022. Surveying student perceptions was integral to maximizing their learning experience. Data clearly demonstrates that students will mix-and-match how they interact with available options provided via flexible delivery on an individualized basis. This teaching method offers veterinary educators an innovative and efficient approach to veterinary student education in anatomy and physiology while enhancing student well-being.

Integration of Mathematics Culture and Mathematics Teaching in High School under the View of Flipped Classroom

The new curriculum standard suggests that mathematics culture should be integrated into mathematics teaching activities. With the support of information technology, how to better integrate mathematics culture and cultivate students' mathematics cultural literacy has attracted much attention. This paper applies theoretical research methods to explore the combination of mathematical culture with the flipped classroom for teaching mathematical culture. On the basis of clarifying the connotation and characteristics of both mathematics culture and the flipped classroom, and analyzing the current situation of mathematics culture teaching and flipped classroom teaching in high schools, this paper proposes strategies for integrating mathematics culture into high school mathematics teaching within the flipped classroom framework: 1. Creating high-quality microvideos for mathematics culture teaching; 2. Clearly defining students' objectives and tasks for independent pre-class learning; 3. Selecting teaching methods judiciously for effective in-class instruction; 4. Enhancing teachers' own mathematics cultural literacy through reflective evaluation. Through the above strategies, high-quality teaching micro-videos enhance students' interest in learning and their independent learning abilities. Clear independent learning objectives and tasks can effectively improve students' learning efficiency and help them construct their own knowledge. Appropriate teaching methods can stimulate students' interest in learning and improve the effectiveness of classroom assessments. With the help of the flipped classroom as a teaching mode, it can assist teachers and students in adjusting and improving their teaching and learning processes, and create a more interesting, diversified, and open learning environment. This environment fosters a deeper appreciation for mathematical culture among students. The aim is to better integrate mathematics culture knowledge and enhance students' mathematical literacy in personalized teaching.

La percepción de estudiantes ante la aplicación de metodologías activas en el curso de diseño asistido por computadora

Aim. This study aims to determine the impact of applying active methodologies (flipped classroom teaching, collaborative, and discovery learning) on students’ perception of the development of a computer-aided design (CAD) course. Method. The research employed a mixed-method design (quantitative - qualitative). For the stimulus, a teaching-learning environment was prepared and applied based on the aforementioned methodologies. Subsequently, data was collected from a sample of 132 industrial engineering students, using a five-level Likert scale questionnaire, previously validated and complemented with interviews from delegates of three sections. Quantitative data were analyzed using descriptive statistics and the sign test for inferential contrast, while qualitative data were examined through in-depth interviews with the delegates. Results. The students responded favorably to the applied methodologies. Likewise, methodologies encouraging students’ participation, making them the central actors and, at the same time, enabling them to construct their own paths to knowledge, were well received by students. Conclusions. The results showed a positive impact of the chosen active methodologies on student’s perceptions of the CAD course development. This research can be replicated in other CAD-related courses to gain a better understanding of the impact of those methodologies on students.

Research on the Teaching Reform Path of Deep Learning Courses in Universities Based on Flipped Classroom Teaching Model

With the advancement of educational reform, higher education and teaching have also ushered in new opportunities for reform. In this context, ways to improve the teaching effectiveness of the Deep Learning course and cultivate students’ professional literacy and comprehensive abilities have become one of the teaching difficulties that troubles university teachers. The application of the flipped classroom teaching mode can effectively cultivate students’ core competencies and comprehensive abilities, which is crucial for their future learning and development. Therefore, it is necessary for universities to use the flipped classroom teaching model in the teaching of Deep Learning course in order to stimulate students’ interest in learning, mobilize their subjective initiative, and improve the effectiveness of classroom teaching. In this regard, this article provides a brief analysis of the teaching reform of the Deep Learning course in universities based on the flipped classroom teaching model, hoping to provide valuable reference and guidance for readers.