Flipped Classroom Technology Research Articles

Flipped classroom technology in the contextual teaching of mathematics to university students

Flipped classroom technology in the contextual teaching of mathematics to university students

«FRIPPED CLASSROOM» TECHNOLOGY IN COMPUTER LESSONS IN PRIMARY GRADES

The article is devoted to the "flipped classroom" technology. Purpose: to carry out a systematic analysis of the application of the "flipped classroom" technology in computer science lessons in primary school. The article uses theoretical methods of scientific and pedagogical research, in particular: system-structural analysis, synthesis, classification, comparison, abstraction, generalization. The essence of the "flipped classroom" technology has been clarified. A comparative analysis of the researched technology with the traditional learning technology was carried out according to certain characteristics. The reasons for using the "flipped classroom" technology in computer science lessons in primary school are outlined. The peculiarities of the application of the researched technology are analyzed. The optimal methods and means of the "inverted classroom" technology are singled out. Models of implementation of this technology were analyzed as well. A number of recommendations on the effective use of technology in computer science lessons in primary school are highlighted. On the basis of the conducted research, it was concluded that the "flipped classroom" technology, in case it is organized properly, can be effective, increase the level of motivation and success of primary school children. The "flipped classroom" allows to change an approach from passive to active learning, thanks to which primary school children in computer science classes will have more time for practical work, which can help them develop digital skills. The features of the researched technology are that it focuses attention on the effective use of learning time in the classroom, promotes individualization of learning, allows younger students to take responsibility for learning, strengthens the interaction between the teacher and the student and changes the role of the teacher in the educational process from a translator to a facilitator. In the course of the research, the implementation model of the "flipped class" technology was adapted for computer science lessons in primary school, and tasks were developed for selected topics. It was found that the choice of the model depends on many factors, in particular: the topic of the lesson, the level of training of students, access to resources, planning of each stage. Therefore, the flipped classroom technology has significant potential to improve the quality of computer science education in primary school.

Investigating the Use of Flipped Classroom Technologies on Students' Learning at Secondary Level

The flipped classroom concept, considered a crucial element of blended learning, has garnered significant attention from scholars and educators in contemporary times. The flipped classroom concept entails a pedagogical approach where the traditional sequence of classroom activities and homework assignments is inverted. This study provides an overview of flipped classroom technology and examines its potential benefits for educators and learners. The authors report the findings from deploying the flipped classroom approach in the language learning environment. The research demonstrates that using the aforementioned technology within the educational process raises students' motivation and promotes their academic performance.

OPTIMIZATION OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION: «FLIPPED CLASSROOM» AND PRODUCTIVE METHOD OF TEACHING

The article deals with the topic of implementation of the flipped classroom technology of blended learning in foreign language classes in higher education. This is particularly important in terms of the need to create personalized learning experience for students. The aim of the paper is to identify the main advantages of the flipped classroom technology in foreign language teaching in higher education.
 Methodological basis includes theoretical and methodological analysis of literature on the research problem as well as systematization of the studied information.
 As a result of the research, the essence of the notion “blended learning” was revealed and the main advantages of the flipped classroom technology in foreign language classes were identified. The special place of productive method of teaching foreign languages was determined as it contributes to the development of students’ grammar-discourse competence.
 It was concluded that “flipped classroom”, having a number advantages, in combination with the productive method of teaching can contribute to optimization of foreign language teaching in higher education.

The Use of Flipped Classroom Technology Approach with E-Writing Program to Develop Writing and Promote Active Learning Environment of Thai EFL Learners

The utilization of technology and digitalization has ushered in substantial changes within the education system, exerting a profound influence on the processes of teaching and learning. This study introduces an innovative approach, the flipped classroom learning method, with the objective of enhancing the writing skills of learners. The research encompasses the following objectives:
 
 (1) To evaluate the impact of the flipped classroom learning approach, combined with the e-Writing instructional design program, on the writing skills of EFL (English as a Foreign Language) learners.
 
 (2) To investigate the creation of an active learning environment for learners who have experienced the flipped classroom learning approach with the e-Writing instructional design program.
 
 (3) To explore the attitudes of EFL learners regarding the implementation of the flipped learning approach with the e-Writing instructional design program within a writing classroom.
 
 This study involved 30 participants enrolled in an Essay Writing course, selected through a purposive sampling method. Six research instruments were employed:
 
 (1) Flipped classroom lesson plans
 
 (2) Achievement tests
 
 (3) Questionnaires
 
 (4) Flipped classroom learning technology with a model for an e-Writing instructional design program
 
 (5) Interview questions
 
 (6) Focus group discussions
 
 Data collection took place during the second semester of the Academic Year 2022, with data analysis conducted using SPSS for quantitative data and coding and content analysis for qualitative data. The primary findings demonstrated that the flipped classroom learning approach effectively enhanced learners' writing tasks, bolstering motivation and cultivating a more favorable learning environment that positively impacted the quality of writing. Learners responded positively to the flipped classroom approach, reporting increased engagement in active learning. Consequently, it is recommended that the flipped classroom learning approach be considered as a viable instructional alternative to cultivate a more meaningful learning environment and elevate learners' academic performance.

Flipped classroom as an innovative technology for blended learning of professional english in higher education institutions

This article provides an overview of research on the concept of blended learning, its characteristics, and perspectives on its use in teaching English language teaching in higher education. The paper presents the results of a pedagogical experiment involving the integration of flipped classroom technology into the learning process and demonstrates its effectiveness in teaching professional English. The article's authors conclude that using flipped classroom technology in teaching the “Professional English” course can become an effective tool for a university teacher. It is advisable to integrate it into the educational process to ensure the delivery of quality educational services, create real opportunities to improve students' professional training, personalize the educational process, and align it with the needs of each student, regardless of their initial level of activity.

Применение реверсивного обучения и метода “Сase study” при обучении студентов неязыковых направлений подготовки профессионально-ориентированному иностранному языку в условиях дистанционного обучения

The paper discusses the technology of flipped classroom and the “Case study” method for the formation of professionally oriented foreign language competence in French among students in non-linguistic training programs. The aim of the study is to form the professionally oriented foreign language competence of university students based on modern technologies and teaching methods, in particular the technology of flipped classroom and the “Case study” method. The paper summarizes the main theoretical provisions of the flipped classroom technology and the “Case study” method, outlines the advantages of their use in the conditions of digitalization of the educational space of higher education, notes the teacher’s role in the learning process involving the specified technology and method. Flipped classroom and the “Case study” method were used to develop a professionally oriented French language course for economics students in the training program “Customs”. The effectiveness of using this technology and method for teaching professionally oriented French was evaluated according to the following criteria: motivational, cognitive, intellectual. The scientific novelty of the work lies in combining the flipped classroom technology and the “Case study” method in the formation of students’ professionally oriented foreign language competence. As a result of the study, the effectiveness of using the flipped classroom technology and the “Case study” method involving information and communication technologies for the formation and development of professionally oriented foreign language competence among students in non-linguistic training programs was demonstrated.

Distance learning: studying the efficiency of implementing flipped classroom technology in the educational system.

Technology development and the general availability of information have affected modern society in such a way that the educational system requires immediate and decisive changes. The situation escalated during the pandemic when distance learning became an integral part of life of every teacher and student. Modern researchers call the educational system built on the flipped classroom model a pedagogical breakthrough, so it is important to study its impact from all sides; this explains the relevance of this paper. The purpose of this research was to study the effectiveness of flipped classroom as a distance learning component for students. The study was conducted at St. Petersburg State University and enrolled 56 students in the control and experimental groups (n = 28 per group). The researchers used the questionnaire "Studying the motives of students' educational activities" by A.A. Rean and V.A. Yakunin and a cross-section of grades to obtain information about academic performance and a survey for feedback from students. The findings show that flipped classroom had a positive effect on academic performance and student motivation. The number of "excellent" students increased by 17.9% and the numbers of "good" and "satisfactory" students decreased by 3.6% and 14.3%, respectively. The overall motivation of the group increased from 4.8 to 5.0. At the same time, the number of students with low motivation decreased by 7.2%, with medium motivation increased by 10.7%, and with high motivation decreased by 3.4%. A feedback survey showed that the vast majority of students were satisfied with the flipped classroom. At that, 89.2% of students answered that this model is suitable for knowledge assimilation, 92.8% believe that flipped classroom arouses their research interest, and 82.1% call the flipped classroom model the most suitable for interesting learning. The respondents noted the following advantages of the flipped classroom: saving time (82.7%), the opportunity to discuss more interesting topics in class (64.2%), the absence of dependence on time and place (38.1%), and the possibility of a deeper study (53.5%). The disadvantages included the inability to independently study the material (10.7%), a large amount of material (17.8%), and technical problems (7.1%). These findings are of value for further study of the effectiveness of flipped classroom introduction into the educational system and may be used to compile statistics or as a basis for a similar experiment.

APPLICATION OF ONLINE TOOLS IN DESIGN AND CONDUCT OF CHEMISTRY LESSONS

The article reveals relevant issues related to the organization of teaching using online tools, Internet resources, shows the possibility of including electronic educational resources in the main educational programs of general education. The article also presents a list of network resources that are most common in the professional environment and among schoolchildren of different age groups, substantiates the importance of studying the educational capabilities of the network and developing the design of training sessions in order to increase the motivation of schoolchildren to study the subject. The authors describe models of network lessons and algorithms for designing chemistry lessons using the Flipped Classroom technology, case technology, as well as a practical lesson, a research lesson using Internet resources. It is shown that due to the increased role of the computer and the Internet in the school, the use of a computer makes the lesson more attractive, memorable, and therefore today teachers use digital educational resources more often in the teaching process. Digital educational resources include photographs, text documents, video clips, sound recordings, various models, virtual reality and interactive simulation objects, symbolic objects and other educational materials necessary for organizing the teaching process. It is noted that the use of online tools in chemistry lessons makes the lesson interesting, but their use should be methodologically justified. Platforms such as the National Educational Database, Kundelik, Platonus, BilimLand, etc. have been developed and are successfully operating remotely.

Influences of Use of Flipped Classroom Models on the Learning Outcomes of Students Majoring in Road and Bridge Engineering Technology

Abstract—The new “Internet+” teaching mode during the COVID-19 pandemic has guaranteed the smooth learning progress of university students in China. High-efficiency reconstruction of time and space for knowledge teaching and internalization based on informationalized teaching mean is an important approach to online learning. A flipped classroom is a teaching mode that is formed through bottom-up exploration. Combined with teaching practical situations, the flipped classroom realizes the transformation from the teacher-centered mode to the student-oriented mode successfully and has important value to the teaching of professional core courses, which are difficult to be learned. In this study, 80 freshmen majoring in Road and Bridge Engineering Technology at Yellow River Conservancy Technical Institute in Henan Province of China were selected as research objects, and Road Survey Design and Lofting was chosen as the teaching course. Under these circumstances, a teaching experiment comparison was designed. The experimental group used flipped classroom technology based on Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model theory, while the control group used the traditional teaching mode. Research results demonstrate that before the experiment, the learning outcomes of two groups in Road Survey Design and Lofting were basically consistent (P=0.908>0.05) without obvious differences. After finishing the experiment, the post-test results of the control group have not improved significantly compared with the pre-test results (P=0.0938>0.05). However, the post-test results of the experimental group have improved significantly compared with the pre-test results (P < 0.001). The average scores of the experimental group are far higher than that of the control group, thus indicating the evident progress of the experimental group. Noticeable differences in the post-test results between the experimental group and the control group are observed (P < 0.001). The research results are of great significance to enriching the teaching mode of core application courses for engineering majors in university, as they provide evidence that the flipped classroom increases the learning interests and motivation of students and demonstrate the teaching effect of flipped classroom technology in universities.

Educational technologies in the formation of IT students’ pragma-professional communicative competence in foreign language education

This article identifies students’ attitudes towards the implementation of the technologies in foreign language education. The researcher aimed to form IT students’ pragma-professional communicative competence in English classes. Educational technologies are considered as a set of interconnected methods, forms, techniques, and teaching materials that aim at the formation of the knowledge, skills, competencies, and abilities necessary for mastering a specific academic discipline. Qualitative research design was selected to collect the data. Likert scale questionnaire was taken from 16 IT students. As a result, the majority of the participants had a positive attitude towards the implementation of the technologies in the foreign language education. Thus, critical thinking technology, flipped classroom technology and interactive learning technology had a significant impact on the formation of IT students’ pragma-professional communicative competence. As a result of conducted research, this data can be used for further research.

ТЕХНОЛОГИЯ «ПЕРЕВЁРНУТЫЙ КЛАСС» В ОБУЧЕНИИ СТУДЕНТОВ С ОСОБЫМИ ОБРАЗОВАТЕЛЬНЫМИ ПОТРЕБНОСТЯМИ

Introduction. The relevance of pedagogical technologies is undeniable due to the progress in cybernetic pedagogy, information and educational technologies and many other scientific and pedagogical areas. The author examines the essence of the flipped learning process, which results in a teacher becoming an organizer of the educational process rather than a lecturer, and a student becoming a subject who independently designs their learning process rather than a passive listener. The purpose of the article is to determine the effectiveness of the Flipped Classroom technology in the educational process when teaching students with special educational needs. The methods. The author used the following research methods in this study: theoretical (analysis, synthesis, comparison, generalization) and empirical (observation, questionnaire methods). Research results. The results of the implementation of the Flipped Classroom technology in teaching students with special educational needs, identified in this study by a questionnaire, show an increase in the overall level of student loyalty to the educational process. Conclusion. The effectiveness of the application of this technology is aimed at developing the creative abilities of students, boosting their motivation, increasing the effectiveness of training, and improving cognitive functions such as attention, memory, thinking.

Flipped Classroom in Secondary School or High School Education: A Review of Its Advantages and Challenges

Advanced technology in education provides various facilities to enhance students’ learning. The evolution of technology has become an integral part of sustaining life, especially in education. The technology in education develops and continues its development with innovative learning approaches to sustain the needs of the 21st-century learning environment. The transformation in the educational field takes out the existence of a new strategy that is flipped classroom learning approach. A flipped classroom is a learning approach that is a type of blended learning that involves face-to-face and online learning instruction. The flipped classroom is a pedagogical approach in which learning activities that have traditionally taken place inside the classroom occur outside the classroom and vice versa. Flipped classroom provides an interactive learning environment where teachers guide students as they engage actively in the subject matter. Thus, this paper will review the recent literature regarding the potential of flipped classroom technology in education and explore its advantages and challenges. The review describes the potential of the flipped classroom in various fields of education, including Chemistry, Physics, Mathematics, Biology, and Civics at secondary school or high school level. Searching of the literature was obtained from several databases by using certain Boolean queries when searching the keywords. Ten papers were selected according to the specific criteria. This paper concludes the advantages and challenges during the implementation of FC. The advantages of flipped classsroom are increased students’ motivation during learning processes, providing active learning, increasing learning perception, increasing learning engagement, enhancing knowledge, increasing teacher-student interaction, increasing peer interaction, enhancing creativity and helping to improve students’ achievement and performance. The challenges of FC are the time-consuming for teachers to prepare the learning materials, lack of teachers’ technical skills to produce learning videos, lack of students’ motivation to watch the pre-class video, and the difficulty of students to understand the contents presented in the learning video. Based on these challenges, this paper provides the literature recommendations that can help to produce effective flipped classroom environments in the future.

Formation of Intercultural Communicative Competence of Future Foreign Language Teachers by Means of Interactive Education Technologies

The article reflects the results of a study on intercultural communicative competence formation of future foreign language teachers by means of interactive technologies. The study on the urgent requirements for the foreign language training of future specialists confirms the relevance of the identified problem, which has not been so far the subject of a special pedagogical study. Education technologies that ensure the effective formation of intercultural communicative competence of future foreign language teachers has been determined as a purpose of the article. The study was based on competence-based, student-oriented, intercultural, communicative activity-based and systematic methodological approaches, as well as methods: analysis of pedagogical and methodological sources on the research topic, comparison, induction, deduction, study and generalization of the experience of interactive learning in higher education, as well as the formation of students’ intercultural competence by means of interactive technologies in global and national practice. The article provides the author’s definition of intercultural communicative competence of a foreign language teacher and the structure of the investigated phenomenon. The ideas of scientists and practitioners about the impact of interactive teaching technologies on the foreign language training of future teachers became the basis for determining the author’s position on the essence of interactive technologies and highlighting those interactive technologies that allow future foreign language teachers to form intercultural communicative competence. The following types of interactive technologies are referred to such technologies by the author: CLIL technology, Flipped Classroom technology, case technology, IBLL technology, simulation game technology. In the context of the research problem solving, the expected results in the formation of intercultural communicative competence of future foreign language teachers, their mastery of integrated methods and interactive teaching technologies, which allow students of educational institutions to transfer the skills of effective intercultural interaction, are substantiated. Keywords: foreign language teacher, intercultural communicative competence, CLIL technology, flipped classroom technology, case technology, IBLL technology, simulation game technology

Teachers’ Readiness on the Implementation of Flipped Classroom Technology Instruction

The researcher made an effort to assess instructors' readiness for the deployment of flipped classroom technology teaching using the descriptive method. Additionally, it recognized the significant correlation between and among teachers' age, gender, and years of experience and their level of proficiency and usage in flipped classroom technology. More specifically, it identified the extent of teachers' confidence in the use of technology and the flipped classroom model. Twenty teachers from the MMSU Laboratory Schools-Batac Campus participated in the study. An adapted survey was used to collect data from March to May of the academic year 2020–2021. The instructors' confidence in using technology and the flipped classroom style was demonstrated by the results. It also revealed that they are knowledgeable about the various flipped classroom technologies and that they use them frequently. Results showed that age and years of experience had a significant relationship to the level of proficiency of teachers on the use of flipped classroom technology. This significant relationship was found between the demographic profile of the respondents and their level of proficiency and usage on the use of flipped classroom technology. Their degree of usage also significantly related to their age and years of experience. Additionally, there is no discernible gender difference in the teachers' level of proficiency and usage on the use of flipped classroom technology.

The Use of Flipped Classroom Technology in Teaching Social Work Research: Promising Results

ABSTRACT Understanding and applying effective research methods in social work practice is a mandate from both the National Association of Social Workers and the Council of Social Work Education. While research courses are fundamental to ensure that students master the competency needed to meet these expectations, students frequently tend to dread them. The current study was an evaluation of an intervention that used flipped technology (FT). Following the pedagogical model present in the FT literature, students were required to watch videos on course content ahead of class sessions, which then were devoted to application of material via class exercises. Students in a Master’s of Social Work (MSW) research class that received the intervention were compared to those in two classes that did not receive the intervention. The goals of the intervention were to increase students’ 1) interest in research, 2) beliefs about the importance of research in social work, 3) plans to engage with research after graduation, and 4) research knowledge. The results demonstrated that students in the intervention group did better than the comparison group in all the areas above, except for interest in research (where no differences were found). Implications for social work education are discussed.

Speech culture in the digital age: a model of integrating an open online course into the educational space

The development of the digital environment of the university is an important condition for implementing online learning which is in demand today. The transition to online education during the coronavirus pandemic has exacerbated the problem of accessibility of electronic educational resources and optimization of modern learning technologies. The purpose of the study was the scientific and methodological substantiation of using the authors’ mass open online course “Culture of Professional Speech” as a type of online learning and distance support in the communicative training of students of the Faculty of Philology. To achieve this goal, the authors reveal the specifics of the educational process of bachelor philologist at National Research Ogarev Mordovia State University, studying from 2019 to 2021, using massive open online course as an accessible educational resource. Theoretical (analysis of scientific literature) and empirical (observation of the process of using an online course as an electronic resource that can create conditions for implementing the flipped classroom technology, blended learning, questioning, analysis of the data obtained) methods were used. The theoretical significance of the research is to substantiate the possibility of massive open online course on professional speech culture to optimize the linguistic and communicative training of philology students. The practical significance of this work consists in developing an accessible electronic educational resource capable of providing practice-oriented communicative training of students. The ways of implementing this course with the technology of blended learning have been developed. The main results of the study showed the advantages and disadvantages of massive open online courses as a multimedia resource of flipped class technology, blended learning as well as further prospects for its improvement.

An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College

The flipped classroom strategy in the Saudi educational system is changing how we gather information, research, and share data with others. New technology tools are transforming the educational community and how instructors transmit information to students. With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. This study investigated the flipped classroom method (FCM), i.e., hybrid-flexible and hyflex models based on tri-model teaching approaches, to enhance the speaking skills of EFL students at Applied College for Girls, King Khalid University, at college level, and identify students’ opinions and responses towards the strategies used by the instructors. This research answered the following questions significantly: (i) What are EFL students’ opinions about their English speaking skills? (ii) To what extent does mixing FCM affect EFL students’ speaking skills? (iii) what are the EFL students’ opinions about integrating FCM into speaking lessons? A quasi-method was adopted to collect the control (N = 32) and the focused (N = 24) groups’ data. Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher’s observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students’ satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. The findings might provide other valuable information for researchers involved in EFL advanced pedagogy to explore the operative speaking teaching method and module.

Роль и место лекции в технологии «Перевернутый класс»

The Flipped Classroom technology is an active, student-oriented form of learning that is used for improve the quality of classroom lessons. This technology attracts the attention of teachers of various disciplines for many reasons, such as a significant reduction in classroom hours, the ability to build an individual learning trajectory, the development of self-education skills, continuous learning, etc. The Flipped Classroom technology has become widespread all over the world, but in our country it is not used often, mainly in the teaching of humanities. That’s why we want to share our experience of using this technology in the study of mathematics at a technical University, as well as to consider the advantages and disadvantages of this technology, the conditions for its application and compare the effectiveness of the Flipped Classroom technology with traditional training. In addition, the advantages of the “inverted class” technology are shown in terms of optimizing lectures, of motivating students to study the subject, and focusing on the development of students’ abilities to independently master knowledge. The article presents the experience of implementing this technology in a technical university, which lasts for 5 years. The results obtained allowed us to conclude about the effective organization of lectures in mathematics with the use of the flipped classroom technology and its promising application in preparing students for classes in mathematics.

The Effectiveness of Flipped Classroom during the COVID-19 Pandemic in Higher Pharmaceutical Education

BACKGROUND: Despite the apparent advantages of the flipped classroom model especially during a pandemic or natural or technogenic disasters, its overall effectiveness in higher medical and pharmaceutical education continues to be debated. AIM: The goal of the study was to test the effectiveness and acceptability of using the flipped classroom model during the COVID-19 pandemic in higher pharmaceutical education based on the example of the “Pharmaceutical Marketing” discipline at Sechenov First Moscow State Medical University, Russia. METHODS: The study involved 156 fourth-year pharmacy students. They were divided into three clusters: FC – studying in accordance with the flipped classroom model, FC+TBL – using the flipped classroom technology combined with the team-based method, and CC – studying by the traditional scheme (control). The study used the Unified educational portal of the Sechenov University. Additional elements were developed for the electronic educational and methodical complex for the studied section “Analysis of the marketing environment of a pharmaceutical organization.” The effectiveness of the flipped classroom model was evaluated through test control (entrance, formative, thematic, and final) and control of the development of skills and abilities in solving situational problems (thematic and final). The study participants’ attitude toward the use of the flipped classroom model was assessed through a survey. RESULTS: The study demonstrated that students from the FC and FC+TBL clusters were significantly better prepared for practical lessons and worked more effectively and productively during these classes compared to the CC cluster students. The results of the final control also substantiate the advantages of the flipped classroom technology both in assessing practical skills and abilities and in testing. The opportunities for rational implementation of the complex technology (FC+TBL cluster) are identified. CONCLUSIONS: The analysis of students’ general opinion on the flipped classroom model shows that 90.4% of the FC cluster members and 84.6% of the FC+TBL cluster members are satisfied with the results of using this model and consider it suitable for studying both the “Analysis of the marketing environment of a pharmaceutical organization” section and the entire pharmaceutical marketing course. Students’ positive feedback on the use of the flipped classroom model provides grounds for further implementation of this technology in the “Pharmaceutical Marketing” discipline in its entirety and demonstrates that further research on the use of other blended learning models is quite promising.