Flipped Learning Research Articles

A new approach to business ethics education: Virtual reality-based flipped learning

Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.

Flipped Learning Approaches and Student’s Academic Performance in Economics in Selected Government Secondary Schools within the Bamenda Municipality, North West Region, Cameroon

Purpose: The purpose of this research was to examine the impact of flipped learning approaches on the academic performance of students in economics in selected government secondary schools within Bamenda I and II municipalities. The study aimed to assess the effects of discussion-oriented flipped learning and the flipped teacher approach. The study involved 88 students from three government secondary schools out of a total of 460 students. Materials and Methods: The research used a quasi-experimental design and a mixed method sampling technique, with three schools (G.B.H.S Bamenda and Bamendakwe) as the experimental groups and one (G.H.S Bangshie) as the control group. Data was collected over a 3-week research period using pretest and posttest research instruments. Findings: The results, analyzed using mean scores and ANCOVA, showed a positive impact of flipped learning approaches on the academic performance of economics students compared to traditional methods. The mean scores of all flipped approaches were higher in the experimental groups at significant levels lower than 0.05, leading to the rejection of the null hypothesis. Implication to Theory, Practice and Policy: The study recommended the integration of discussion-oriented, group-based, and flipped teacher approaches into teaching practices to enhance students' academic performance in economics. It also suggested that the government provide training and support for teachers to develop their skills in using these innovative teaching approaches and recommended that educational institutions prioritize technology integration in classrooms to facilitate effective use of flipped learning approaches. The findings have implications for educational policymakers, teachers, and educational institutions seeking to improve student outcomes in economics and other subjects.

The effect of flipped learning on students’ basic psychological needs and its association with self-esteem

BackgroundModification of the learning environment enhances academic performance, and meta-motivational skills. Yet it is largely unknown which underlying cause potentiates these effects. The study’s goal is to analyse flipped classroom (FC) effect on basic psychological needs and self-esteem.Methods40 undergraduate medical students participated in a one-site two phased study. In Phase I, students attended a traditional lecture-based classroom (TC). In Phase II, the same group attended FC. Upon completion of each Phase students completed two questionnaires: Basic Psychological Need Satisfaction and Frustration Scale, and Rosenberg self-esteem scale.ResultsAutonomy satisfaction was significantly higher in FC (n = 40, z = 5.520, p < .001), the same tendency was seen for Competence satisfaction in FC (n = 40, z = 5.122, p < .001). As for the frustration of all three needs, the statistical difference was observed for all three subscales between TC and FC. In FC, autonomy (n = 40, z = − 5.370, p < .001), relatedness (n = 40, z = 4.187, p < .001), and competence (n = 40, z = − 5.323, p < .001) frustration was significantly lower. Self-esteem was significantly higher in FC (n = 40, z = 5.528, p < .001). In TC self-esteem negatively correlated with autonomy frustration, (r(38) = − 0.430, p < .01), and competence frustration, (r(38) = − 0.379, p < .05). In FC, self-esteem positively correlated with autonomy satisfaction (r(38) = 0.316, p < .05), and competence satisfaction (r(38) = 0.429, p < .01).ConclusionsFC better fulfils students’ basic psychological needs, specifically needs for autonomy and competence, and self-esteem compared to TC. Collaborative work, and academic scaffolding, contributes to behavioural engagement of students in the learning process. FC with the main focus on students’ active involvement may better meet millennials’ needs. Implementing validated questionnaires to measure students’ psychological needs should become a regular practice in medical schools, specifically during the process of curriculum redesign.

A Systematic Review of Flipped Learning in EFL Education

Research on flipped learning in English as a Foreign Language (EFL) education has garnered substantial scholarly attention in recent years. This systematic review aims to elucidate the potential of flipped learning within the framework of foreign language education. A total of thirty articles from Social Science Citation Index (SSCI) journals, published between 2018 and 2022, were included in this review based on predetermined inclusion and exclusion criteria. The analysis focused on examining the research contexts, methodologies and foci, learning management systems, learning theories, and learning activities. The findings indicate that the majority of studies predominantly involved higher education students, with a significant number employing a quasi-experimental research design. Furthermore, the flipped learning process was largely informed by constructivist learning theory. The results suggest that the primary advantage of flipped learning lies in its capacity to enhance students' writing, speaking, and overall academic performance. Additionally, the review underscores that the integration of emerging technologies, such as augmented reality, automatic recognition, and artificial intelligence chatbots, into learning activities serves as an effective strategy for improving students' language skills and engagement.

Using knowledge building and flipped learning to enhance students' learning performance in a hands‐on STEM activity

AbstractBackgroundSociety requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education.Objectives and MethodsWe utilised a moderately rigorous design to investigate the effects of combining a hands‐on STEM activity with active learning approaches of knowledge building (KB) and flipped learning on the learning performance of 188 senior students. Students needed to work in groups to construct a remote‐controlled car using a remote‐control module and electrical circuit, followed by the task of putting balls into a basket.ResultsAfter the activity, all participants' STEM knowledge, learning motivation, and creativity improved. For STEM knowledge, students who received the integrated KB and flipped learning approach (E2 group) outscored those who received only KB (E1 group), whereas the E1 group outperformed those who received lectures (control group). For learning motivation, the E1 group outperformed the control group. The E2 group outperformed the control group on the post‐test only when the students' learning motivation pre‐test scores were lower, suggesting the effectiveness of both active learning approaches. For creativity, both E1 and E2 groups performed better than the control group.ConclusionsThe potential benefits of combining active learning approaches with hands‐on STEM activities were revealed in terms of STEM knowledge, learning motivation, and creativity. Surprisingly, the combination method was the most effective in energising unmotivated students for STEM education.

Dimension of Attitudes in Flipped Learning: Enjoyment, Engagement, Motivation, Behavioral Intention, and Perception

This research investigates the influence of video-based flipped learning on the attitudes of students in non-English language programs, focusing on enjoyment, engagement, motivation, behavioral intentions, and perception. The study employed a descriptive research design, collecting data through questionnaires administered to 30 students enrolled in non-English language courses. The findings reveal a significantly positive attitude towards flipped learning, with high scores in enjoyment and engagement indicating a preference for the interactive and dynamic nature of video-based learning environments. The study confirms that motivation and behavioral intentions are positively affected by the flipped model, enhancing students' proactive learning behaviors and overall engagement with the course material. Moreover, the positive perception of video-based learning among students suggests that this method supports a deeper understanding and retention of language skills. This research contributes to the educational discourse by demonstrating that flipped learning models can significantly improve learning experiences and outcomes in non-English language settings. Future studies are encouraged to explore the long-term impacts of flipped learning on language proficiency and retention, aiming to validate and expand upon the current findings.

Application of clinical case-guided, task-driven escape room teaching in nursing education: a quasi-experimental study

BackgroundIn the new era, the professional ability requirements for nursing personnel are no longer limited to traditional nursing knowledge and skills, but pay more attention to the cultivation and enhancement of their diversified abilities, such as humanistic caring ability, creative thinking, and so on. As a new type of education model that integrates gamification, flipped learning, and problem-based learning, escape room teaching plays an important role in effectively developing and stimulating students' humanistic care ability and creative thinking. PurposeTo investigate the effectiveness of an Escape Room teaching approach, clinical cases (C) as guide (G) and task (T) as driver (D) , within the CGTD model in the undergraduate Adult Nursing course. MethodUsing purposive sampling, 108 undergraduate nursing students in the class of 2020 were selected as the study subjects, and 11 innovative escape room teaching activities were conducted. Real clinical cases were selected, so that the student teams were immersed in clinical scenarios to complete the escape room game focusing on circulatory care, and the humanistic caring and creative thinking of the students in the two groups were compared before and after the intervention. ResultsNursing students' humanistic care and creative thinking scores at the end of the instruction were significantly better than those before the escape room instruction (P<0.05). ConclusionThe use of the CGTD-based escape room teaching method applied to adult nursing practice courses is an innovative teaching strategy that integrates theoretical knowledge into the game, which can significantly improve undergraduate nursing students' humanistic caring ability and creative thinking.

A bibliometric analysis of research on flipped learning in EFL speaking classroom

A bibliometric analysis of research on flipped learning in EFL speaking classroom

Online active learning in undergraduate dental education: A scoping review.

Research on online active learning (OAL) in dental education has increased in recent years; however, this literature has yet to be comprehensively summarized to document the available evidence and identify research gaps. This scoping review aimed to comprehensively map the extent and depth of the research activity on OAL in undergraduate dental education. The review adhered to Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. Searches were conducted in MEDLINE, Embase, Scopus, and ERIC databases for peer-reviewed primary research articles in English published between December 2013 and 2023. Four trained researchers independently screened titles, abstracts, and full-text articles for eligibility and extracted relevant data. All activities and information were cross-checked by the same researchers. A tested, methodologically-informed form was used for data extraction. Descriptive statistics and content analysis were used to summarize the extracted data. Thirty-five articles were included in the review. Most studies focused on dental students exclusively, with only two studies involving students and faculty. All studies performed outcome evaluations at reaction and/or learning levels. Problem-based learning, case-based learning, small group discussion, flipped learning, and blended learning were the most common active learning strategies employed. Dental students were satisfied with OAL and perceived it as beneficial for knowledge acquisition and skill development. Test results confirmed the improvement of knowledge through OAL. OAL has shown to improve learning outcomes in dental education; however, robust research designs are needed to further demonstrate its effectiveness in this educational context.

Development of E-Module in Problem-Based Learning (PBL) on Biotechnology Material to Increase Learning Independence and Understanding of Concepts for Class XII SMA Students

The aim of this study are determine the feasibility of developing an e-module in problem-based learning (PBL) with the flipped classroom learning method on biotechnology material to increase students' learning independence and understanding of concepts; determine the practicality of developing e-modules in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts; determine the effectiveness of e-module development in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts. The results of this research indicate that the e-module in problem-based learning (PBL) with the flipped classroom learning method is stated: very suitable for use based on the assessment of material experts with a value of 3.8 conversion 95 with a very feasible category and the assessment of media experts with a value 4.00 100 conversions with very decent category; very practical to use based on the results of the Biology Teacher's assessment with a score of 4.00 conversion 100 in the very feasible category and student assessment with a score of 3.87 conversion 97 in the very practical category; is effectively used to increase learning independence and conceptual understanding of phase F students based on the MANOVA test p &lt; 0.05. The development of an e-module in problem-based learning (PBL) using the flipped classroom learning method on biotechnology material is feasible, practical and effective to use.

Implementation of flipped learning to increase student learning activeness in the combustion engine lecture

This study aims to determine the increase in learning activeness of Sebelas Maret University students in the mechanical engineering education study program through the implementation of a flipped learning model in the combustion engine lecture. This research is classroom action research. The action taken is to apply the flipped learning model in the combustion engine lecture. The subjects of this study were 42 students in the second semester of the mechanical engineering education study program. This classroom action research design refers to the Kemmis and Taggart model. The research was conducted in three cycles, each consisting of planning, implementation, observation, and reflection. Data collection was done through observation, interviews, and documentation. The instrument validity test was carried out with construct validity using expert opinions. Data analysis was carried out in a comparative-descriptive way. The results of this classroom action research show that implementing the flipped learning model can increase the learning activeness of students in the combustion engine lecture. In the pre-cycle stage, student learning activeness only reached 45.24% of active learning students. In cycle 1, by implementing a flipped learning model, students learning activeness reached 81.99%, cycle 2 increased to 87.43%, and cycle 3 increased to 91.74%. The conclusion of this research is that the implementation of the flipped learning model can increase the learning activeness of the mechanical engineering education study program Sebelas Maret University students in the combustion engine lecture. Based on the results of this research, it is highly recommended to use the flipped learning model in lectures, especially in vocational education, increasing student learning activeness will have an impact on increasing student learning achievement.

Traditional and debate-focused flipped methodology in the teaching of “English Narrative”

Introduction: This research presents a practice of flipped learning for the subject of “English Narrative”, taught in the degree of Modern Languages at the University of Las Palmas de Gran Canaria. Methodology: A group of 25 students has received two variants of this methodology: traditional and debate-focused flipped classroom to study two recognised writers of English literature: Charles Dickens and E. M. Forster. Results: Dickens’s lesson has followed a traditional flipped classroom, where the group has seen a presentation about the novelist and his work made by the teacher outside class. The time spent in the face-to-face session has been devoted to doing specific exercises and deepening into the author’s style. Forster’s lesson has applied a debate-focused flipped learning, where the group has also seen a similar presentation. The questions are oriented towards the contrast of ideas to generate a discussion in class that favours the exchange of opinions. Discussion: The evaluation of this experience has been performed by means of questionnaires in which the methodology of flipped learning has been preferred over the more traditional one, even though the latter is largely valued. Conclusions: The students’ suggestions will be considered when applying this methodology to most authors of “English Narrative”.

Adopting WhatsApp to support flipped learning in resource-constrained business studies classrooms in South Africa

Nowadays, business studies teachers integrate WhatsApp into their lessons to enhance their instructional practice. This qualitative study investigates the role of WhatsApp in supporting flipped learning in business studies classrooms. The interpretive paradigm was adopted, and an exploratory case study was employed as the research design. Social constructivism theory was used as the lens through which to view the study, while purposive sampling was utilised to select six business studies teachers from six secondary schools in KwaZulu-Natal province, South Africa. Thematic analysis was used to analyse the data collected through semi-structured interviews. The findings revealed that WhatsApp played a significant role in supporting flipped learning in business studies. Therefore, it is possible to conclude that WhatsApp is integral to supporting flipped learning in resource-constrained schools. Thus, it is recommended that South African schools allow and formalise the use of WhatsApp as a learning tool to transform pedagogies.

Evaluation Of The Flip Learning Program In Improving Students' English Language Ability At The Cibinong Lia Language Institute

Study This analyze effectiveness of flipped learning program in increase ability speak English students at the LIA Cibinong Language Institute. Using approach qualitative descriptive , research This adopting the Kirkpatrick evaluation model which includes four aspect : reaction students , learning process , change behavior , and results end program implementation . Data collected through observation , interviews , and documentation , as well as analyzed through stages condensation , presentation , and withdrawal conclusion . Subject study involving head branch , staff academics , instructors , and student from LIA Cibinong and Jalan Baru, with implementation during May to July 2024. Research results show that implementation flipped learning get response positive from students , improve participation active in discussion class and develop skills think critical . Students also reported improvement ability speak English , especially in speaking , listening , and mastery vocabulary . Although challenge like motivation Study independence and limitations technology Still faced , this program proven effective in increase quality learning and skills social students . Evaluation through observation class confirm existence improvement consistent in skills Language students . In addition , this program impact positive on growth business institutions . In conclusion , flipped learning proven as effective and feasible method​ developed more continue at the LIA Cibinong Language Institute. Recommendations development covers optimization motivation Study through gamification , enhancement quality material , optimization facilities , as well as training addition for teacher For maximize potential method This .

Promoting students’ critical thinking and creativity through TPACK based flipped classroom learning model in higher education

The rapid development of technology has influenced various aspects of life, including education. Optimal utilization of technology can be a crucial step in creating better education that is relevant to the demands of the digital era. One of the learning approaches considered relevant in this era is the flipped classroom model based on TPACK (Technological Pedagogical Content Knowledge). This model is believed to enhance critical and creative thinking skills, which are essential in facing the challenges of the digital age. This study aims to examine the effects of the flipped classroom model integrated with TPACK (FC-TPACK) on the critical thinking and creativity of prospective elementary school teachers. This study employed a pretest-posttest experimental design involving 250 students from public universities in Indonesia. The experimental group consisted of 125 students who used the FC-TPACK model, while the control group comprised 125 students who received conventional learning without FC-TPACK. Data analysis was conducted using MANOVA to assess the overall effect of the learning model, and ANOVA was used to examine differences in each aspect of critical thinking and creativity. The ANOVA results showed significant differences between the experimental and control groups in terms of critical thinking and creativity skills, with a significance value of 0.000 ≤ 0.05 for all aspects measured. The experimental group demonstrated significant improvements in analysis, evaluation, innovation, flexibility in thinking, and originality compared to the control group. Therefore, the FC-TPACK model is recommended for use in learning to support the development of essential skills in the digital era.

Exploring Engagement and Perceived Learning Outcomes in an Immersive Flipped Learning Context

The flipped classroom model has been widely acknowledged as a practical pedagogical approach to enhancing student engagement and learning. However, it faces challenges such as improving student interaction with learning content and peers, particularly in Japanese universities where digital technologies are not always fully utilized. To address these challenges and identify potential solutions, a case study was conducted in which an online flipped course on academic skills was developed and implemented in an immersive virtual environment. The primary objective during this initial phase was not to establish a causal relationship between the use of immersive flipped learning and students' engagement and perceived learning outcomes. Instead, this initiative aimed to explore the benefits and challenges of the immersive flipped learning approach in relation to students' online engagement and their perceived learning outcomes. Following a mixed-methods research approach, quantitative and qualitative data were collected through a survey (N=50) and students' reflective reports (N=80). The study revealed high levels of student engagement and perceived learning outcomes, although it also identified areas needing improvement, particularly in supporting student interactions in the target language. Despite the exploratory nature of this study, the findings suggest that a well-designed flipped learning approach, set in an engaging immersive environment, can significantly enhance student engagement, thereby supporting the learning process. When creating an immersive flipped learning course, educators should incorporate best practices from the literature on both flipped learning and immersive learning design to ensure optimal learning outcomes. The findings of this study can serve as a valuable resource for educators seeking to design engaging and effective remote learning experiences. Further research is needed to explore the scalability and sustainability of the immersive flipped learning approach and its impact on different student populations and in other delivery formats. Received Date: May 4, 2024Revised Date: August 17, 2024Accepted Date: September 7, 2024

Integrating technology into school-wide adoption of flipped learning: Perceptions of a school principal

Integrating technology into teaching and learning is important for effective education in the 21st Century. School instructional leadership plays a crucial role in determining the success of school technological transformation. This paper focuses on the instructional leadership practice in a school-wide flipped learning adoption process. It examines a school principal’s instructional leadership practice in a middle-high boarding school in China. In-depth interviews and document analysis were used as tools for data collection. The findings reveal that involving teachers as researchers is a powerful technique for managing successful instructional reform when integrating technology into classroom practice. The school principal’s lived experiences and philosophy of education contribute to the commitment of the transformation process, which in turn motivated the principal to initiate and conduct instructional reform. Moreover, the school principal is expected to be a critical actor for the overall management when mobilising teacher engagement and other available resources in the school context. The implications for practitioners are discussed.

Teaching Literature with Creative Problem-Solving in the Second Trimester of Elementary School

Taking ethical literary studies (Virk 2017) into account, the article demonstrates that modern ways of teaching literature can already be used in the second trimester of elementary school. These include creative problem-solving (Žbogar 2007, 2013), flipped learning (Žbogar 2023a, 2023b), the method of solving literary problems (Žbogar 2023c), and knowledge about the neuroscience of reading (Pirtošek 2016). We demonstrate that, through contemporary methods of teaching literature, pupils can be encouraged to gain a deeper understanding of the fairy tale, ethical matters, and the competence to compare it with Dostoevsky’s The Begger Boy at Christ’s Christmas Tree by studying Hans Christian Andresen’s The Little Match Girl.

플립러닝 수업이 지식공유태도와 학습성과에 미치는 영향: 학습참여의 조절효과 중심으로

Objectives The purpose of this study is to apply flipped learning to general chemistry subjects and to examine the effect of knowledge sharing attitude and learning participation on the effect of flipped learning class on learning outcomes. Methods For this purpose, 110 students in the first to fourth grade who participated in the flipped learning class of applied chemistry major at K University in Busan were randomly sampled and selected. Using the final 98 copies, mediated regression analysis and hierarchical regression analysis were conducted using SPSS 29.0 program to analyze the mediating effect and the moderating effect. Results Flipped learning class had a positive effect on learning outcomes, and knowledge sharing attitude proved to have a partial mediating effect between flipped learning class and learning outcomes. The hierarchical regression analysis confirmed the moderating effect of learning participation between knowledge sharing attitude and learning outcome. Conclusions In the process of improving learning outcomes in the flipped learning class, students' attitudes of sharing knowledge and cooperating with each other are important, and students' active participation in learning strengthens learning outcomes by raising positive awareness of knowledge sharing. However, when learning participation was high, the negative effect on knowledge sharing weakened the effect of knowledge sharing attitude on learning outcomes. In order to maximize the effect of flipped learning, when learners have positive emotions through interaction between professors and colleagues, they can lead to active behavior in learning participation and promote knowledge sharing attitude.

문제중심학습(PBL) 교수법을 적용한 수업이 간호대학생의 자기주도 학습능력과 의사소통능력, 학업적 자기효능감에 미치는 효과

Objectives The purpose of this study was to examine the effects of flipped learning teaching and learning method on self-directed learning ability, communication ability, and academic self-efficacy of nursing college students. Methods The subjects of this study were nursing students at S University in Jeonnam, and the data collection period was from September 6, 2023 to December 6, 2023.,The collected data were analyzed by frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and paired t-test using SPSS Windows 20.0 Program. Results It was confirmed that the flipped learning method applied class had statistically significant effects on self-directed learning ability, communication ability, and academic self-efficacy of nursing college students.,Also, as a result of analyzing sub-areas of each variable, it was found that there was a significant effect in the recognition ability, learning strategy, learning activity, learning evaluation, interpersonal skills, confidence of academic self-efficacy, self-regulation efficacy, and preference of task difficulty. Conclusions This study is significant in that it verified the effectiveness by applying the problem-based learning teaching method that has recently emerged to the curriculum, and in the future, it is expected that this teaching and learning method will be applied to the curriculum in consideration of various environments and students' levels, and extensive research will be needed to confirm the effectiveness and to add various variables.