Flipped Classroom Teaching Model Research Articles

A Study on the Correlation Between the Participation of Flipped Classroom and the Pleasure and Boredom of Non-English Majors in Foreign Language Classroom

In recent years, in order to improve the shortcomings of traditional classrooms, the flipped classroom model has been widely implemented in foreign language teaching. This paper discusses the pleasure and boredom of non-English majors in the flipped classroom in the foreign language classroom. Based on the "broaden-build" theory and the "control-value" theory, 243 non-English majors were studied by questionnaire and interview. It is found that (a) Non-English majors’ acceptance of the foreign language classroom under the flipped classroom model is generally high. (b) The flipped classroom model is conducive to improving the participation of non-English majors in foreign language classrooms. (c) Non-English major college students are generally more enjoyable and less bored in the foreign language classroom under the flipped classroom model. (d) The emotions of non-English majors in the foreign language classroom under the flipped classroom model are influenced by many factors such as teachers’ enthusiasm, utilitarian psychology and autonomous learning ability. The results of the study can provide useful enlightenment for the teaching side to improve the flipped classroom teaching model.

Pre-class mode "flipped" again: Making videos instead of just watching them

"Flipped classroom" has subverted the traditional classroom teaching model and is believed to have a positive impact on knowledge acquisition and skill training for higher education students. The pre-class learning phase is considered a key factor in the success of flipped classrooms. However, currently, the pre-class learning phase of flipped classrooms mainly relies on video watching, which makes students passive receivers. Teachers need to invest a lot of time and resources in developing online videos, which greatly increases students' learning time and tasks. This also hinders the promotion of this teaching model. This study designs a pre-active learning strategy based on student participation in video production and a flipped classroom teaching model, and uses questionnaire surveys and interviews to observe students' reactions, explore its impact on students' satisfaction, and empirically analyze the path it affects students' satisfaction. We found that in the pre-class phase, the greater the ease of use and usefulness perceived by students in video production, the higher the students' satisfaction. Perceived enjoyment and perceived value are important intermediary paths. In addition, based on the research results, this study proposes suggestions for a flipped classroom teaching model based on video production. The results of this study will provide important references for the pre-class learning phase of flipped classrooms.

Flipped classroom teaching model with video instruction improves skills in local anesthesia training

Local anesthesia (LA) training is an essential clinical skill in dental education. However, the traditional teaching method of student-to-student injection has ethical concerns. This study investigated whether a flipped classroom (FC) teaching model with instructional videos improves students' skills in administering LA. Fourth-year dental students in 2017 (traditional teaching, n=70) and 2018 (FC model, n=79) were assessed for their ability to perform an inferior alveolar nerve block and lingual nerve block. The FC group watched pre-recorded videos prior to a hands-on training session. Skills were evaluated using a 24-item checklist converted to letter grades. Perceptions of the FC approach were also surveyed. The FC group showed statistically significantly higher final grades than the traditional teaching group (P<0.05). Most FC students agreed that the videos improved clarity and learning objectives. The FC teaching model with procedural video instruction improved skills and confidence in administering LA over traditional teaching methods. Videos can be a beneficial supplement in pre-clinical dental training.

The Application of Flipped Classroom Teaching Model in Nursing Teaching

How to cultivate students' innovative thinking, develop their ability to analyze and solve problems, and become high-quality practical nursing talents with solid theoretical knowledge and strong practicality is the focus of nursing teaching. With the continuous progress of education reform in our country, educational informatization has attracted more and more attention. With the rapid development of multimedia technology, the flipped classroom teaching model supported by information technology has gradually attracted people's attention. This article elaborates on the concept of flipped classroom, analyzes the advantages of flipped classroom teaching mode in nursing education, and explores the application of flipped classroom teaching mode in nursing teaching, in order to better use flipped classroom to promote innovative development in nursing education and promote the cultivation of nursing talents.

The application and influence of “Small Private Online Course” based on flipped classroom teaching model in the course of fundamental operations in surgery in China

To investigate the effect of “Small Private Online Course” (SPOC) based on flipped classroom teaching model on the students in the course of fundamental operations in surgery. A prospective study. 8-year program students (juniors) majored in clinical medicine in Navy medical university. The mastery of theoretical knowledge and operational skill of the students, the comparison of final test examination score between traditional teaching method and “SPOC + flipped classroom” model and the feedback completed by students. Our study found that SPOC + flipped classroom could significantly increase the efficacy of the class and enhance the ability of the students compared with the traditional method. The new teaching model could have a positive influence for medical students on their basic knowledge and operational skill.

The Embodiment of Aesthetic Education Elements in Vocal Singing Theory and Teaching Practice in the Internet Era

Abstract The teaching of vocal singing in colleges and universities needs to create a teaching environment that is both interesting and knowledgeable for students, and continuously improve their aesthetic ability and comprehensive quality. Based on the ARCS model, this paper designs the structure of the SPOC teaching platform and establishes the teaching mode of vocal singing flipped classroom based on the original folk songs in the cultural tourism industry as the main source of teaching resources. A multiple linear regression model is chosen to analyze the influencing factors of the teaching quality of vocal singing flipped classrooms, and the least squares estimation of the regression model is used to decompose the singular value. For the vocal singing flipped classroom teaching model established in this paper, a multiple linear regression model was established by choosing teaching content, teaching environment, and teaching method as explanatory variables, and the validity was verified in terms of benchmark regression and teaching practice. The results show that teaching content, teaching environment, and teaching method are all significant at a 1% level on the teaching quality of vocal singing flipped classroom, and the fitting value of the three is 0.7856, and the singing emotion expression scores of the students in the group with serious singing problems before and after the teaching experiment have been improved by 6.11 points as a whole. Enhancing students’ aesthetic abilities and emotional expression can be achieved through teaching vocal singing based on aesthetic elements.

A Study of Differences in Sentential Characteristics of Japanese Language Teaching in Colleges and Universities Based on Semantic Contrastive Analysis

Abstract Colleges and universities actively carry out Japanese language teaching courses to promote the friendly cooperation and communication between China and Japan. However, improving students’ Japanese intercultural communication ability still faces specific difficulties and practical obstacles due to cultural differences. In this paper, firstly, a Japanese language teaching corpus is collected based on Python technology to establish a Japanese language teaching corpus, based on which a Japanese language flipped classroom teaching model is constructed in colleges and universities. Secondly, to understand the semantic distribution of Japanese vocabulary in the Japanese teaching corpus, the Hidden Markov Model is used to semantically segment Japanese language, and the attention mechanism based on categories is used to extract and classify the textual features of the Japanese corpus. Finally, the model’s teaching effect and sentence features are analyzed using University of N as an example. The results show that after the teaching experiment, the average score of Japanese application proficiency of the experimental class is 86.57, which is 14.495% higher than that of the control class. 22.52% of the sentence length frequency ratios in spoken corpora were distributed in the [10,20] range, and the highest values of sentence length frequency ratios in written corpora, academic corpora, and policy corpora fell in the range of 20-30. Teaching Japanese language in higher education needs to target the lexical meanings of different sentence lengths to help students improve their Japanese language application skills.

Reflections on the English Teaching Mode in Colleges and Universities under the Environment of Multimedia Network Technology

Abstract With the advancement of educational technologies, multimedia and network technologies have significantly enhanced classroom teaching efficiency and quality through their dynamic and intuitive nature. This study introduces a flipped classroom teaching model for college-level English, utilizing the SPOC platform, grounded in constructivist theory and task-based language teaching methodologies. Conducted in a university in City H, this research involved two classes. It employed a paired-sample t-test and principal component factor analysis to evaluate students’ English performance and learning interest pre- and post-implementation. Additionally, a Student Satisfaction Scale was developed to assess the model’s reliability and effectiveness. Results indicated a 1.39-fold increase in learning interest, with independent learning needs’ mean value rising from 10.69 to 16.78 and a notable improvement of 12.49 points in English grades. The factor analysis confirmed the model’s robustness, with all variable influence coefficients surpassing 0.75 and fitness values exceeding standard benchmarks. The SPOC-based English flipped classroom model has proven effective in promoting independent learning, fostering mutual learning spirit, and enhancing academic performance.

Analysis of the role and influence of sight-singing and ear training on vocal learning skills

Abstract Sight-singing and ear training is one of the essential introductory courses for music majors, and the effectiveness of sight-singing and ear training teaching directly affects students’ growth and progress in music. In this paper, we have combined relevant contents of sight-singing, ear training, and vocal learning to construct a flipped classroom teaching model for sight-singing and ear training using the flipped classroom teaching process. Secondly, taking the students of L Conservatory of Music as the research object, two different questionnaires were designed for students and teachers, and the teaching experiment comparison method was used to test the role of sight-singing and ear-training flipped classroom on vocal music learning skills. Finally, the parameters of the multiple linear regression model were estimated using the least squares method, and the model was used to analyze the specific effects of sight-singing and ear training on vocal learning skills. It was found that after the flipped classroom teaching of sight-singing and ear-training, the ear-training scores of students in the experimental class were 90.43±9.26 points, which were 17.06 points higher than those of students in the control class, and there was no difference in the pre- and post-test scores of sight-singing and ear-training. The regression coefficient of students’ musical expression was 0.306. Every 1 percentage point increase in musical expression would enhance vocal learning skills by 0.306 percentage points. Sight-singing and ear-training can help students better master the basic skills of vocal music, cultivate their sense of rhythm, and enhance their vocal music learning skills.

Information fusion technology helps promote the teaching practice of art design specialty in colleges and universities

Abstract This study explores the application of information fusion technology in teaching art and design majors in colleges and universities, aiming to improve the teaching effect and students’ practical ability. The study adopts the flipped classroom teaching model and combines the multiple linear regression method to analyze the effectiveness of the teaching model. The model includes three stages: teaching preparation, teaching process and teaching reflection. The practice teaching system includes online and offline integration of on-campus practice, humanistic literacy practice, on-site participation practice and other multivariate systems. The study results showed that the students who adopted this teaching model scored 4.237, 4.388, and 4.186 (out of 5) in learning self-efficacy, learning adaptability, and learning engagement, respectively, indicating that the students were in the middle to upper level in these areas. The results of regression analysis showed that learning self-efficacy and learning adaptability had a significant positive effect on learning engagement. The conclusion indicates that the application of information fusion technology can significantly improve the learning self-efficacy, learning adaptability and learning engagement of art and design majors, thus improving the quality of teaching and students’ practical ability. This provides new perspectives and methods for teaching art design majors in colleges and universities.

Practical Research on Flipped Classroom Teaching Model in College English Based on Production-Oriented Approach

In the context of integrating technology into higher education and the widespread acceptance of a learning-centered philosophy, flipped learning (FL) is gaining popularity as a flexible new approach. To overcome the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China, a flipped classroom teaching model based on the theory of the Production Oriented Approach (POA) was proposed and implemented for a vocational English course. Mixed research methods, including testing, questionnaire surveys, and interviews, were used to validate the effect of the model. Data analysis shows a notable enhancement in the mastery of new target language items among the experimental class that adopted the flipped classroom teaching model based on the POA. Moreover, this practice also has changed their learning behaviors both in and after class, increasing their time investment in learning and improving their performance and engagement in class, thus enhancing their autonomy in language learning. This study empirically supports the flipped classroom teaching model based on the POA. It aids in transforming traditional input-driven teaching into output-driven teaching and serves as a teaching reference for practitioner teachers.

Research on Kindergarten Drama Education Activity System with Traditional Culture as Carrier under Big Data Platform

Abstract Drama education activities carried out by traditional culture comply with, guide and stimulate children’s dramatic nature so that each child can find a suitable place for himself in drama education activities and promote the growth of children with individuality. This paper builds a flipped classroom teaching model for kindergarten drama education activities based on the microblogging public platform. Teachers in the flipped classroom of drama education activities need to collect traditional cultural drama resources before class, and the basic framework of a personalized drama resource recommendation system is proposed on the WeChat public platform. The optimization of drama resource recommendation results is carried out using the preference score of drama resources using the collaborative filtering recommendation algorithm of multi-featured users. The performance test is conducted for the personalized drama resource recommendation system constructed in this paper to provide drama resources for the development of kindergarten drama education activities in the flipped classroom. The results show that when the preference recommendation of multi-featured users’ drama resources has a certain number of users, its accuracy is about 4.5% higher than that of the traditional method, the F-score value is about 0.05 higher than that of the traditional recommendation method, and the real-time updating delay of the personalized recommendation system fluctuates between 1.18s~1.65s. The personalized recommendation system can help teachers to obtain the update and download of traditional culture drama resources in time, make a good guarantee of drama teaching resources for kindergartens to carry out drama education activities with traditional culture as the carrier, and cultivate young children’s awareness of the protection of traditional culture.

The Rationale of Physical Education and Aesthetics in the Context of Big Data and the Value and Significance of its Implementation in Colleges and Universities

Abstract This paper first takes the deep learning theory as the basis of the thesis of sports and aesthetic education, constructs the flipped classroom teaching model of sports and aesthetic education based on the theory, and introduces the Bayesian estimation theory and the structural equation model to apply it to sports and aesthetic education. Secondly, the research object and method are selected for the flipped classroom teaching model of physical education and aesthetic education, and the teaching process of the flipped classroom experiment and the assumptions related to students’ learning satisfaction are given. Finally, the application value of physical education and aesthetics in colleges and universities is analyzed through the convergence of path coefficients in Bayesian structural equation modeling and hypothesis testing. When the number of iterations reaches 100*103 times, the H6-H11 path coefficient convergence value interval is [-22.5, 14.2]. The convergence interval fluctuates a lot and shows a more unstable trend than the H1-H5 path coefficient. Students learning satisfaction will have a direct effect on their aesthetic ability and improve their aesthetic awareness, and the path coefficients are 0.629 and 0.524, respectively. Deep learning theory based on sports and aesthetics in colleges and universities under the background of big data can improve students’ learning satisfaction and then promote the enhancement of students’ aesthetic ability and aesthetic awareness.

Research on the Application Value of Deep Learning in Flipped Classroom Teaching Model in Colleges and Universities

Research on the Application Value of Deep Learning in Flipped Classroom Teaching Model in Colleges and Universities

A Flipped Classroom Teaching Model of College Mathematics in Colleges and Universities Based on the Background of Deep Learning

Abstract Based on the flipped classroom in the context of deep learning, this paper combines the teaching design of university mathematics in colleges and universities with the learning characteristics of college students and designs and builds a flipped classroom teaching model of university mathematics in colleges and universities in the context of deep learning. To analyze the application effect of the university mathematics flipped classroom teaching model in colleges and universities, we first analyze the differences in the deep learning level of college students and propose the evaluation model of the flipped classroom teaching model, evaluate the application of the model and analyze the evaluation results, then analyze the independent learning ability of college students in a pre and post-test, and finally analyze the participation of college students. There are significant differences in the four dimensions of students’ deep learning awareness, learning motivation, learning engagement, and learning strategies, i.e., p&lt;0.05. The final scores of college mathematics in classes A and B are 40.11 and 36.98. It shows that the effect of flipped classroom teaching in college mathematics is better in class A than in class B. The total value of the independent learning ability of the students in this class before and after the practice increased by 6.8468 points. In the flipped classroom, 37.2 % of the students thought that they completed the task poorly, which was related to the content of practicing the flipped classroom. University math teachers should guide students at the right time to improve their ability to divergence and analogical reasoning.

Application of a Network Teaching Platform in English Classroom Teaching

The online teaching platform based on the online teaching system on the internet has been widely used in the English education industry. Language education researchers, English teachers, and educational technology professionals are interested in exploring the potential of online teaching platforms in language education. This article explores the impact of the teaching platform based on MOOC on English classroom teaching. By comparing the teaching effects of using MOOC teaching platform and traditional teaching methods, this article analyzes the impact of online teaching platform on English classroom teaching and provides theoretical data support to promote the application of online teaching platform in English classroom teaching. The research results show that compared with traditional teaching methods, the flipped classroom teaching model using the MOOC teaching platform achieves optimization of the learning process and teaching effectiveness and improves attitudes, interests, strategies, and cooperation in English learning.

Flipped classroom assisted by Rain Classroom for anatomy practical classes: Challenges and opportunities of anatomy education.

Anatomy practical classes are an essential part of learning human anatomy. The flipped classroom teaching model has been used in medical education in recent years. However, its precise impacts on anatomical knowledge acquisition and learning outcomes remain controversial. With the development of information technology, new educational tools, such as Rain Classroom, have recently attracted much interest. The Rain Classroom is an application that can easily connect students and teachers through smartphones or computers. However, whether and how to apply it to the flipped classroom in anatomy practical classes needs to be evaluated. In this study, we designed a teaching model of flipped classroom assisted by Rain Classroom and carried it out in anatomy practical classes at our university. Results showed that the final exam scores of the experimental group were significantly improved, compared with the control group (p < 0.01); the final exam score was significantly correlated with both the pre-class quiz score (p < 0.05) and the in-class quiz score (p < 0.001). Student satisfaction was measured by a questionnaire on a Likert scale of 1-5. All the mean scores were greater than 4.5, indicating that most students had positive attitudes toward this teaching model. The present study suggests that the Rain Classroom helps support students throughout the learning processes of the flipped classroom, and the model of flipped classroom assisted by Rain Classroom could improve students' learning efficiency and ultimately increase their exam performance in anatomy practical classes.

Improving student learning and performance through a continuous flipped anatomy teaching model.

The flipped classroom teaching model has been widely used in anatomy education to embrace a blended learning strategy. However, the impact that a continuous flipped classroom teaching model exerts on student learning of human topographic anatomy remains unclear. To address this question, student learning experience and performance were compared between third-year undergraduate students who participated in a continuous flipped anatomy classroom teaching since their first year (n = 65, experimental group) and those under the flipped anatomy teaching model only in their third year (n = 45, control group). A five-point Likert scale learning and teaching survey was conducted to evaluate students' perceptions of the flipped classroom model. Students under a continuous flipped classroom teaching model rated significantly higher on the impact of the flipped model on learning difficult anatomy concepts than the control group (*p = 0.0346). The rating on independent learning remained not statistically different between the two groups, although a trend difference was detected (p = 0.0604). Analysis of learning performance revealed that the experimental group significantly outperformed the control group when answering questions focusing on regional anatomy (*p = 0.0207). No significant difference was identified in students' marks of case-based studies between the two groups. In summary, the results of this study indicate that the flipped classroom model implemented over a long term continues to advance students' learning experience and performance in anatomy, indicating a "dose" effect on active learning. The findings of this study will assist the best practices of the flipped anatomy classroom and develop evidence-informed approaches to advance anatomy education in the future.

A study on the cultivation path of students’ core literacy in higher education institutions under the perspective of deep learning

Abstract This paper first analyzes the characteristics and components of students’ core literacy in higher education institutions and constructs a flipped classroom teaching model under the deep learning perspective. Secondly, a Stacking integration-based model for student core literacy features classification is constructed by integrating Lasso regression, random forest, and XGBoost algorithms as base learners. Finally, a case study was conducted to verify the effectiveness of the flipped classroom model in cultivating students’ core literacy. The results showed that the p-values of moral quality, professionalism, humanistic literacy, and practical innovation of students under the flipped classroom teaching model were 0.022, 0.038, 0.012, and 0002, respectively, all of which were less than 0.05, with significant differences. The flipped classroom teaching model can effectively develop students’ core literacy, as shown by this.

Teaching Effect Evaluation of Flipped Classroom in Engineering Management Colleges

Adapting traditional classroom teaching methods to students’ personalized learning styles and needs can be challenging, resulting in passive learning, low teaching quality, and insufficient support for students’ learning and development. The flipped classroom teaching model integrates information technology (IT) into education, enriches teaching approaches, and emphasizes a student-oriented concept. The flipped classroom can help students deeply understand the content by building upon shallow learning guided by effective teaching strategies. In turn, it facilitates the development of higher-order thinking skills and promotes students’ physical and mental well-being. In this study, five engineering management colleges in Henan Province, China, were surveyed using a questionnaire distributed during the fall semester of 2022–2023. The factors influencing the teaching effect of the flipped classroom were analyzed using a multivariate ordered logit model. Results demonstrated that the questionnaire had a reliability coefficient of 0.844, a KMO value of 0.788, and a Bartlett sphericity test with a corresponding P value of less than 0.01. Several factors, including gender (P = 0.054), self-study ability (P = 0.064), campus network (P = 0.000), teaching resources (P = 0.085), and classroom interaction (P = 0.036), significantly influence the teaching effect of the flipped classroom. The findings of this study provide valuable insights for enriching the teaching management theory of the flipped classroom, helping teachers enhance their management abilities in implementing the flipped classroom, and facilitating convenient teaching and learning experiences for both teachers and students in information technology.