Implementation Of Flipped Learning Research Articles

Improving the undergraduate Science experience through an evidence-based framework for design, implementation and evaluation of flipped learning

Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students’ interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning.

A review of flipped learning in innovative math education

<span lang="EN-US">Many systematic reviews have examined flipped learning models in various fields. However, there is little research on the use of the flipped learning model in mathematics education, which could help researchers and practitioners use and develop a model to implement mathematics learning processes. To fill this gap, this study aimed to analyze and synthesize current knowledge and practices in the implementation of flipped learning in mathematics education. Systematic literature review was adopted as the research method following an article selection and screening process using the preferred reporting items for systematic review and meta-analysis (PRISMA) protocol. Articles published from 2012 to 2021 in some reputable databases (Web of Science, Scopus, and ERIC) were reviewed, and 17 of 137 articles were included for detailed analysis and synthesis. The findings of this study showed that research in the implementation of the flipped learning model in mathematics education focused on documenting the affectivity of the implementation of the flipped learning model, developing learning processes, and sharing preliminary findings and student feedback. Future research is highly recommended to examine different aspects of flipped learning implementation, promote longitudinal data based on multi-year research for implementing flipped learning, and review various learning media to strengthen students’ understanding of mathematics.</span>

Flipped Learning as a Solution to Increase Motivation and Academic Achievement: Five Weeks of Mixed Research

In recent years, studies have shown a decrease in students' motivation and academic achievement in physical education at the university level. This research seeks to address this problem. Specifically, this study aims to investigate the effects of the Flipped Learning model and its potential to increase motivation and academic achievement. This study employed a mixed method. Participants (n=40) were students at the State University of Surabaya (Indonesia). Each participant was placed either in an experimental group that received the flipped learning program (n=20) or a control group whose classes were conducted using traditional methods (n=20). A quantitative research instrument, namely a questionnaire on motivation in physical education classes, was used to measure motivation. Meanwhile, test results were used as indicators to review the progress in student academic achievement. The qualitative research instrument consisted of in-depth interviews lasting 40 minutes. Quantitative data analysis was carried out using IBM SPSS, and qualitative data were subjected to thematic analysis. The findings from this study make several contributions to the current literature. First, the quantitative study showed that flipped learning significantly increased motivation (p<0.05). Second, the study found that flipped learning helped increase students’ academic achievement (p<0.05). These significant benefits were not found in the control group (p>0.05). Meanwhile, the qualitative findings showed that participants had both positive and negative views of the implementation of flipped learning. Thus, it can be concluded that Flipped Learning is an effective way to increase motivation in physical education classes and, in turn, to improve academic achievement.

Business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms

There is a growing demand nowadays for teachers to shift from teacher-centred to learner-centred teaching methods. In accordance with this, novel teaching methods such as flipped learning have been devised. This study explores business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms. This qualitative study is underpinned by an interpretive paradigm. A phenomenology research design was adopted and six business studies teachers from six secondary schools located in the KwaZulu-Natal province of South Africa were conveniently sampled. Interviews and classroom observations were used to collect data. Thematic analysis was adopted to analyse data collected through the interviews, and data generated through classroom observations were also analysed thematically. The study found that some teachers did not fully understand and implement flipped learning. Therefore, the study recommends that teachers undergo in-service training to orientate them to novel teaching methods such as flipped learning.

Implementation of flipped learning with flipbook media assistance on learning outcomes and critical thinking abilities

This research was conducted as a sort of classroom action research with two learning cycles to examine whether flipped learning aided by flipbook media may enhance students' cognitive learning outcomes and critical thinking skills. This research's population consisted of tenth-grade Madrasah Aliyah Al Misri Curahmalang students for the academic year 2021-2022. Methods for collecting data include interviews, tests, observations, and documentation. The classical completeness of cognitive learning outcomes increased from 19% in the first cycle to 97% in the second cycle, according to the research findings. Whereas critical thinking abilities were acquired in the first cycle, just one student met critical criteria. In contrast, six students exceeded crucial criteria, and twenty students exceeded critical criteria in the second cycle. Based on the analyzed research findings, it is possible to conclude that flipped learning aided by flipbook media can enhance students' cognitive learning outcomes and critical thinking skills.

Factors affecting students’ perception of flipped learning over time in a teacher training program

The flipped learning methodology could play a key role in teacher training, as it exposes future teachers to experience this active methodology as students. With the purpose of shedding light on how students' perceptions may vary over time and how they can be related to the improvement of the flipped learning methodology, our study explores different factors in an eight-year period. Specifically, we analyse teaching performance considering data on students' perceptions from the 2015–2016 academic year to 2022–2023 of a course embedded within a master s degree in teacher training in Spain. Once future teachers had experienced flipped learning as students, a sample of 338 completed a survey regarding their perceptions of the flipped classroom approach and the instructor role. In our study, the more experienced the instructor, the better perception the students showed on both the flipped learning methodology and the performance of their teacher. In particular, we found that future teachers had (i) a good or very good opinion about flipped learning, regardless of their gender (ii) a more positive perception about flipped learning, teaching performance and course development in the last five academic years, (iii) no remarkable differences between study specialisations in those last academic years, and (iv) a better opinion about the flipped learning model when they have best grades. We discuss our findings according to six factors that affect the flipped learning experience and, thus, students' perception of flipped learning over time: “student characteristics”, “teacher characteristics”, “implementation”, “task characteristics”, “out-of-class activities” and “in-class activities”—factors already unveiled by a recent state-of-the-art review to enhance the effectiveness of flipped classroom. We can conclude that the instructor's teaching experience is a key factor that affects the implementation of flipped learning, influencing students' perception and, consequently, the success of this active methodology.

A systematic review on flipped classrooms in English language teaching in Vietnam

The purpose of this research is to provide a systematic review on the flipped classroom (FL) approach in English language teaching (ELT) in Vietnam in terms of the trends and the key results, based on 12 published articles. A content analysis method was employed to analyze the collected papers. The findings indicated that the implementation of flipped learning appeared to gradually increase in Vietnam since 2017 and remain its prosperity in the higher education context. Also, the results revealed that a variety of research methods were used in selected articles; however, the most common one was the mixed method. Moreover, grammar and speaking skills were the two basic language skills being commonly studied. Additionally, the flipped learning was shown to not only produce an improvement on learners’ achievement but also positively affect their perspectives toward its application. The findings also pointed out some challenges and benefits concerning the utilization of the FC in ELT in Vietnam. Finally, some suggestions were provided to educators and future scholars.

EFL Students’ Perceptions on Flipped Learning in an English Grammar Class

The objective of this research was to investigate EFL students’ perceptions on the implementation of flipped learning. Employing a concurrent mixed method of data gathering techniques, this research was conducted in an English Literature Study Program of a private university in Padang, West Sumatera Province. The participants were fourth-semester students in an intermediate English grammar who were encouraged to actively participate in the class. The flipped instruction was implemented in four meetings. At the end of the sessions, a Google form questionnaire was handed out. Quantitative and qualitative data analysis found out that most students expressed positive perceptions on flipped learning, as indicated by its efficacy to facilitate preparation for offline sessions, making them more active, and completing grammar exercises better. Overall, flipped learning was acknowledged to be effective for English grammar in this study, despite few suggestions for the lecturers to assist them understanding material better.

Enhancement of Technology in Pedagogy and Practice in Higher Education during Covid-19

The Spread of new forms of technology has inundated the learning System of the student at all levels, especially the higher education level. The efficacy of teaching students to keep pace with evolution without understanding how they will learn. This is the start of an endless journey. Students are always fascinated by digital gadgets and interact more when they find new things; this is one of the reasons integrating new technologies, and interactive tools is very important in this stage of the learning process. Adopting technology in higher education is an innovation that does not cause any disruption to traditional learning mechanisms but rather contributes to the learning evolution. Higher education institutions face many challenges when adopting new technology to their pedagogical style and teaching method because of the growing student numbers and the application of these techniques and methods for students from Different categories and timing. The flipped learning approach we adopted helped us start our Journey smoothly during the Covid 19 pandemic. In continuation to the approach that we adopted of giving students a different and fulfilling learning experience, Middle East College is working on improving the implementation of flipped learning redefined in the context of Online and blended learning. During this phase, the main aim is to enhance the effectiveness of flipped learning in online teaching in delivering and planning synchronous and asynchronous Activities. Also, it helps to improve the interaction of the students with the given materials. This study focuses on enhancing technology in pedagogy and practice in higher education. Where will this study identify the staff member's technological needs and how learning was influenced? In addition, it will highlight the mechanisms used to facilitate the collaboration and interactions between students and Faculties to improve the learning experience, inspire students to learn in an active environment, and encourage Learning Ownership for Lifelong learning.

Designing flipped learning in initial teacher education: The experiences of two teacher educators

The move to online learning triggered by COVID-19 lockdowns in 2020 and 2021 necessitated a rapid movement to effectively design synchronous digital learning environments. In such environments research suggests that a flipped approach to teaching and learning is most appropriate in learning environments mediated by technologies. This article examines the experiences of two teacher educators in dealing with online learning environments in a time of change and examines the shift to a flipped approach in teaching literacy units that are part of a postgraduate initial teacher education degree at a university in Melbourne, Australia. The article presents a collaborative autoethnography of the experiences of the teacher educators, shared as a set of curated narrative vignettes, and analyses the thinking that supports the implementation of flipped learning. These practice narratives are understood through the lens of collaborative learning theory which emphasises negotiated meanings and knowledge creation within groups. In post-COVID times this article points to future possibilities for a flipped learning approach in hybrid or mixed learning environments and offers a conceptual process model for designing learning in response to change. Implications for practice or policy: Teacher educators may need to reconsider learning design for online and hybrid environments. Universities may need to be more open to student-centred pedagogies such as flipped learning. Leaders and policymakers in higher education should give more attention to student agency and active learning in educational delivery.

Flipped learning as a learning method for students of sports coaching education during the COVID-19 pandemic: a systematic literature review

The ongoing COVID-19 pandemic has resulted in the inability to carry out face-to-face lectures in all universities, including courses for sports science students. It results in less than optimal learning outcomes during the pandemic. Since the closing of face-to-face lectures, most universities in Indonesia have used virtual classrooms in the implementation of learning. However, the data shows that lessons in virtual classrooms without appropriate learning methods can result in a learning loss. This literature review study aims to analyze the effectiveness of flipped learning as a learning solution during the pandemic. The technique used in this study was a literature review. A systematic search of literature regarding the implementation of flipped learning during the pandemic, and the obstacles to the teaching and learning process for sports science students during the pandemic, were conducted on the PubMed, Scopus, Google Scholar, and Semantic Scholar databases. The literature analysis used the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) method. A total of seven articles were selected for review. The article review results revealed that implementing flipped learning increased students’ motivation, participation, and learning performance. To conclude, flipped learning can be applied to students in sports science to increase their motivation, participation, and learning outcomes.

Flipped Learning: Asynchronous and Synchronous Models in Online Class to Improve the Learning Outcomes

Flipped learning is a strategy for assisting the online learning process. This study attempts to adopt it in an online class using a quasi-experimental design with a post-test-only control to examine its effects on student learning outcomes. Data was obtained from reading tests administered to students enrolled in the fifth semester of the English Education Department at IAIN (State Islamic Institute) of Palopo. This study discovered at least three findings suggesting that flipped learning improves student learning outcomes significantly. First, students' mean score in the experimental class is higher (x = 70.11) than in the control class (x = 58.70). Second, the significance value (Sig. 2-tailed) is 0.000<0.05, indicating a significant effect of the experimental class implementation of flipped learning. Third, the effect size is 1.106 with an influence percentage of 86 percent which categorized has a large effect based on Cohen’s criteria. The author proposes utilizing a flipped learning technique as a substitute for online learning in light of the findings.

A Flipped Learning Model in a College Physical Education Dance Course: A Non-experimental Design

Teaching Physical Education has been plagued with issues on limited class time, gap between concept and practice, and use of traditional assessment methods. Thus, this study implemented flipped learning (FL), specifically the SPRING framework in a college dance course, to address these problems through the promotion of more student agency, in-depth learning, and enhancement of 21^st century skills. Since there is a dearth of FL studies that focus on a PE context in the country, this study then sheds light on whether flipped learning model can help improve the conceptual understanding and procedural fluency of the students in a dance course. Using statistical treatment, this study examined (1) the conceptual understanding and procedural fluency of the students through the results of the practical tests done before the major exams and the actual major exams, (2) the proportion of the students with improved performance scores, (3) the significant difference of the mean performance scores before and after the intervention, as well as (4) the difference between the male and female students' scores in both assessments. The results revealed that though the pilot implementation of FL in the PE course in the university yielded generally positive outcomes, some obstacles need to be addressed like technological and logistical limitations due to the sudden shift to remote learning during the pandemic, lack of readiness of the students to regulate their own learning and exhibit other relevant 21^st century skills under pressure and uncertain times, and gap between the male and female students performance due to possible latent gender issues in dance education that restrict students' creativity. Thus, the institution needs to provide even more technological, communication, and psychological support for the students to perform better and with more ease whether in a purely online or blended FL environment. More discussions and activities on gender inclusivity in dance classes are also advised to further break barriers against students' artistic freedom and imagination.

THEMATIC ANALYSIS OF ARTICLES ON FLIPPED LEARNING IN MATHEMATICS EDUCATION

Researchers strive to create learning environments where they can apply technology and different teaching methods together. Flipped learning has been a popular approach in recent years because it offers opportunities for both online and offline learning. The present study aims to conduct a thematic analysis of articles on the use of the flipped learning model in mathematics courses. Meta-thematic analysis was adopted as the research method. In this context, for the study, 69 articles were selected from among those published between 2015 and June 2020. As a result, it was found that these studies on flipped learning in mathematics education were conducted primarily with undergraduate students, whereas insufficient numbers of studies have been conducted with primary school, middle school, and high school students and pre-service teachers. Researchers have often preferred the subject of analysis while implementing the model. Studies on the flipped learning model in mathematics have mainly aimed to examine academic performance and students’ perceptions regarding the model. Although it can be argued that the flipped learning model positively affects the mathematical performance of students, studies have also reported that it had no effect on performance compared to traditional teaching methods. In addition, the present study provides comprehensive data on the positive and negative aspects of the use of the flipped learning model in mathematics courses. However, comprehensive, extensive, and long-term studies are needed to provide more clear results on the implementation of flipped learning in mathematics courses.

Design of New Evaluation Model Based on Discrepancy Daiwi Asuri Sampad

The effectiveness of flipped learning can be realized if the dominant aspects that become positive and negative inequalities are known from the beginning. Positive inequality is used to indicate aspects that support the successful flipped learning implementation. Negative inequality is used to indicate aspects that need attention for improvement in a better direction. The reality is very difficult to determine the aspects that are included in the positive and negative inequalities. Therefore, an innovation of the IT education evaluation model is needed to be able to solve those problems. The DIVAYANA model that is modified with the Discrepancy model and integrated with the Daiwi Sampad and Asuri Sampad concepts can be used as an innovation in the field of IT education evaluation. The main objective of this research was to show the design quality of the new evaluation model integrated with Balinese local wisdom. It is called the DIVAYANA model based on the Discrepancy Daiwi Asuri Sampad which can be used to evaluate the effectiveness of flipped learning implementation at IT vocational schools. This research was carried out by following the stages of the Borg and Gall development model. This research only focused on five stages from a total of ten development stages. Those stages included: 1) research and field data collection, 2) planning, 3) design development, 4) initial trials, and 5) revision of initial trials. The subjects involved in collecting field data were six people. The subjects involved in planning and designing of evaluation model were three people. The subjects involved in the initial trials were 44 people. Subjects involved in the revision of initial trial results were three people. Questionnaires were used to collect field data and conduct preliminary trials. The results of data collection from the initial trial results were analyzed using quantitative descriptive analysis techniques by percentage descriptive calculations. The results showed that the quality level of the DIVAYANA model design based on the Discrepancy Daiwi Asuri Sampadwas 88.25%. So that the design was included in the good category and can be used to determine the dominant aspects that become the positive and negative inequalities in flipped learning implementation. The contribution of this research to the field of education is to show the existence of a new evaluation model in the IT education field which can be used to determine the dominant aspects that become positive and negative inequalities in supporting the successful flipped learning implementation at IT vocational schools. Doi: 10.28991/ESJ-2022-06-01-013 Full Text: PDF

Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study

The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher’s role to being ‘a facilitator’ and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students’ performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students’ progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for pre-class preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.

Flipped Learning in TEYL Class: The Implementation and Students’ Perception

The study is aimed to describe the implementation of flipped learning and also to know the students’ perception toward the implementation of flipped learning in TEYL class. The study was conducted to the seventh semester students of English Education Study Program in Faculty of Teachers Training and Educational Sciences, Pakuan University. The method of the study is descriptive experimental research. The result of the study showed that the lecturer's overall experience in the course was quite encouraging and motivating for other lecturers or researchers as that the student engagement to the material was improved, and there were many active discussions of the material took place in the classroom activities, and the students also expanded their learning skills as they needed to read and review the material independently. Based on the students' point of view, related to their perception of the implementation of flipped learning, most of them gave positive perception since they stated that the learning model was motivating and also gave them opportunities to interact with their friends and lecturer.

Video learning strategies affecting achievement, learning approach, and lifelong learning in a flipped periodontology course.

To explore how video learning strategies influence students' Flipped learning (FL) achievement, deep approach to learning (DAL) and lifelong learning (LL) orientations and how DAL and LL can be promoted. Data were collected from 65 dental students enrolled in a 21-week clinical periodontology course. Partial least squares structural equation modeling was conducted to investigate factors and pathways affecting FL achievement, DAL, and LL. FL achievement was predicted by repeated and in-advance video learning strategies. In-advance, meticulous, and expanded video learning strategies directly influenced DAL, and indirectly influenced LL via DAL. LL was not affected by any of the video learning strategies but by the DAL. This study implies that mere implementation of FL may not guarantee more developed DAL and enhanced LL. Redesigning a course with FL should entail revisiting and revising student assessment. LL is an inclusive approach that requires the long-term cultivation of meaning, experience, insight, learning, and practice.

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education.

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.