Flipped Learning Research Articles

Revolutionizing Colloidal Systems: Unveiling the Power of Pallet Media in Flipped Learning Models

Aim: This study seeks to evaluate the academic progress of students at SMAN 7 Kendari by integrating two teaching approaches: the Flipped Learning method using Padlet media and the Discovery Learning model, focusing on colloid systems. Additionally, it aims to examine the specific impact of employing the Flipped Learning method with Padlet media on students' cognitive development within the same subject area. Method: The research methodology adopted is quasi-experimental, incorporating pretest and posttest evaluations. Data collection involved administering pretest-posttest assessments and distributing questionnaires. Results: Analysis of the data indicates a notable increase in cognitive learning results among students in the intervention group who were exposed to the Flipped Learning method assisted Padlet media. Specifically, their average pretest score improved from 25 to 75, contrasting with the control group's increase from 21 to 65. Conclusion: The statistical analysis, employing an independent sample T-test, demonstrates a significant enhancement in students' understanding of colloid systems at SMAN 7 Kendari through the application of the Flipped Learning method assisted Padlet media, as indicated by a significance level of 0.001.

Teachers’ Perceptions about the Use of Flipped Learning Tools in Improving the Reading Skills of ESL Undergraduate Students

This study aims to investigate teachers’ views on using flipped learning tools to improve the reading skills of undergraduate students in Dera Ghazi Khan, Pakistan. It also examines the effectiveness of flipped learning. This study used a quantitative research method, collecting data from 30 English teachers at Ghazi University, D.G. Khan and University of Education Lahore, D.G. Khan Campus. Results showed positive attitudes toward flipped learning tools, which were found to be effective in improving learners’ reading skills.

Exploring the responses of preclinical medical students and professors to flipped learning for the development of clinical reasoning.

This study developed and implemented case-based flipped learning using illness script worksheets and investigated the responses of preclinical students and professors to the intervention in terms of its effectiveness, design, and implementation. The study was conducted at a medical school in Korea, where the "clinical reasoning method" course, originally a lecture-oriented course, was redesigned into a flipped learning. In total, 42 second-year medical students and 15 professors participated in this course. After the class, online surveys were conducted, and a focus group interview was held with seven students to explore the students' experiences in more detail. In total, 37 students and seven professors participated in the survey. The mean score for all items is 3.12/4 for the student survey and 3.43/4 for the professor survey. The focus group interview results were categorized as the beneficial aspects and challenges for the development of clinical reasoning. The findings indicated that their responses to the intervention were generally positive, and it is thought to be an effective instructional method for fostering clinical reasoning skills in preclinical medical students.

Enhancing self-regulated learning and critical thinking in STEM through flipped classroom models

One of the causes of low proficiency among high school students in mathematical critical thinking is their lack of willingness to learn independently. This study investigated the mathematical critical thinking skills and self-regulated learning of high school students through the Flipped Classroom STEM approach. The research employed a sequential explanatory design, beginning with quasi-experimental pre-tests and post-tests for quantitative assessment of the learning process, followed by qualitative methods such as questionnaires, interviews, and observations for deeper analysis. Data analysis utilized quantitative techniques, including normality and homogeneity tests and hypothesis testing in SPSS, alongside qualitative methods for data reduction, data presentation, and conclusion. The findings revealed that flipped classroom learning significantly improved students' abilities in critical mathematical thinking, particularly highlighting the importance of self-regulated learning. There was a notable difference in post-test scores compared to those from traditional learning methods. Moreover, the study found that students with higher self-regulated learning skills were more effective in critical thinking, underscoring the effectiveness of the flipped classroom approach in fostering independent learning and enhancing essential thinking abilities in mathematics education.

A content analysis of graduate dissertation using the flipped learning method

The aim of this study was to make a situation assessment by examining the postgraduate theses on flipped learning in Turkey between 2014-2023 in terms of thematic, methodological, and analysis techniques. In the study, the systematic review method, which is one of the literature review methods, was used, and data were collected by document analysis method with 177 graduate dissertation samples sourced from the National Thesis Center of the Council of Higher Education. Thematic examination revealed that the many of studies were completed in 2019 at the master’s level within programs at Gazi University, primarily in the Institute of Social Sciences and focusing on the discipline of foreign language education. Methodologically, mixed research methods were frequently used, with the pretest-posttest control group design being prevalent, and a university-level sample size ranging from 1 to 50. Academic achievement tests were the preferred quantitative data collection tools, while interviews were commonly used for qualitative data. In terms of analysis techniques, the t-test dominated quantitative data analysis, while content analysis was the primary method for qualitative data analysis.

Pembelajaran Al-Qur'an dengan Model Flipped Classroom pada Mata Pelajaran PAI untuk Mengefektifkan Waktu dan Sumber Daya Manusia pada Sekolah Menengah Pertama

This research aims to explore the implementation of the Flipped Learning method in seventh-grade students at Middle School of Wiraguna Limbangan, Garut by conveying its strengths and weaknesses, with a focus on situations or events related to research problems in learning innovation. The scope is limited to efforts to uncover problems and challenges within the learning context. The research adopts a qualitative descriptive field research approach. The research subjects consist of 30 students from Wiraguna Limbangan Middle School in the subject of Islamic Religious Education (PAI). Data were collected through semi-structured interviews, classroom observations, and workgroup observations. The research findings conclude that students have engaged in learning activities using the flipped learning method according to their respective roles. Reading materials and participation in discussions indicate that students are active and responsible in the learning process that employs the flipped learning method. Effective learning through flipped classes is supported by the use of technology and engaging media.

Flipped Learning with Gamification and Secondary School Students' Interest in Physics in Nigeria

This study investigated the effect of flipped learning with gamification on the interest of students in senior secondary schools in Ondo State, Nigeria. It also examined the moderating effect of gender on interest. The study was a two-group pretest-post-test quasi-experimental design of a 2x2 factorial matrix in which data was collected with the aid of a Questionnaire on Students' Interest in Physics (QSIP) which was found reliable at Cronbach’s alpha coefficient r = 0.91, and administered on 64 participants. The data collected were analysed with inferential statistics of t-test and ANCOVA at 0.05 level of significance. The results show that there was a significant difference in the interest of students in treatment groups, t = 5.49, p < 0.05; and that there was no significant interaction effect of students’ gender on their interest in Physics, F (1,62) = 1.40; p > 0.05. It was concluded that flipped learning with gamification significantly enhanced students’ interest in learning Physics, and that gender does not affect interest. Hence, gender should not be used to divide a Physics class. It was advised that teachers should teach Physics with a flipped learning strategy and curriculum planners should recommend the strategy for teachers.

Effectiveness of the Flipped Classroom Teaching and Learning Method Among Underachievers in Physiology: Experience From a Tertiary Care Teaching Hospital.

Introduction Traditional classroom teaching involves aprocess where knowledge is disseminated to students by the teachers through a one-way process. Such a learning environment makes students passive and muted, which can be improved by alternative teaching and learning (TL) methods like the flipped classroom (FC) technique. The FC approach involves a student-inclusive TL process. FC is a student-centered approach that benefits teachers and students by emphasizing the key information during the learning process. The present study aimed to understand the efficacy of the FC TL method and evaluate students' perception of FC among underachieving first-year medical students in learning physiology. Methods This prospective, descriptive, and cross-sectional study was conducted on 100 underachieving first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students in the Department of Physiology at a tertiary care teaching hospital. All the participants were taught cardiovascular physiology through the FC method. The study subjects were asked to take apretest including multiple choice questions a week before the study. The study period was four weeks, following which the students were asked to take a post-test. A questionnaire was used to understand the student's perception of FC. The responses to the questionnaire were graded based on the Likert scale. Results The mean scores of the post-test (19.40±4.22) were significantly (p< 0.05) greater than those of the pre-test (12.43±4.26). Regarding the perception of FC, 68% (68/100) of students agreed that the objectives, methodology, and outcomes were well-defined. Around 39% (39/100) of students strongly agreed that the study materialwas adequate, relevant, and easy to learn. Nearly 58% (58/100) of the students agreed that the competencies are dealt with completely in every session. Roughly 16% (16/100) of students agreed that the classroom time is sufficiently utilized for peer-based learning. Many (61%, 61/100) students agreed that sufficient time was given for learning. About 34% (34/100) of the students strongly agreed that the assessment tools were relevant. About 56% (56/100) of students agreed and 21% (21/100) strongly agreed that the FC method helped them to improve their understanding of the subject. More than half (54%, 54/100) of the studentsagreed and 18% (18/100) strongly agreed that the FC promoted self-directed learning. Most students (71%, 71/100) believed FC to be an interesting and satisfactory learning experience. Conclusions The results indicate that most students believed FC was an effective and innovative TL technique. The FC method could helpunderachievers improve their cognitive skills and analytical thinkingand enhance exam performance.

Study of Innovative Teaching Learning Practices and its Impact on Students Level of Learning

The study focuses primarily on the impact of innovative teaching on effectiveness in a pre-service teacher training college in Otur,Tal-junner,Dist-pune.For joyful learning, effective teaching, and to achieve the set objectives there are vivid innovative ideas are adopted. The teacher educators use those practices to teach students in teacher education institutions to produce competent, skilled, efficient, and proficient teachers. Role play, team teaching, individualized learning; mobile learning, flipped learning, blended learning etc. are some of the examples of innovative practices. Today technology has given teachers across the world a number of innovative teaching tools to enhance teaching methods. These innovative teaching-learning aids and strategies are improving the student’s level of learning

Academic English course for the health sciences: evolution towards a flipped classroom

The transition from university face-to-face teaching to blended learning can be challenging. This educational design research study investigated the optimal design for a blended and flipped learning approach to a scientific English course and the impact on student motivation and learning of incorporating pedagogical principles from adult and work-based learning. Using student feedback and teacher reflections, we evaluated three iterative cycles of development from trialling of e-modules in a face-to-face course, to a fully online course, to a blended learning approach with a flipped classroom. We found that student participants were increasingly satisfied over time and conclude that the final course design is the optimal approach for our context. Integrating principles of direct interest from adult learning and involvement of current work supported participant motivation, while self-paced e-modules allowed direct application of new knowledge. Coherence between pre-class, in-class, and post-class activities in the flipped classroom helped ensure relevant learning activities.

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.

Incorporating Flipped Model in Learning English Grammar: Exploring EFL Students’ Intrinsic Motivation and Attainment

Flipped Classroom (FC) is an educational approach that has gained considerable attention. It incorporates technology to deliver direct instruction outside of class, while in-class time is limited to contextualized collaborative activities. On the other hand, intrinsic motivation (IM) is a fundamental objective for educators, as it helps learners pursue learning throughout the year. It is the internal drive to engage in learning activities for the sake of personal fulfillment and satisfaction. Recognizing the vital role of IM, the paper investigates the efficacy of flipped learning (FL) in raising students’ IM in grammar courses within the framework of Self-Determination Theory (SDT). A total of forty-one (n= 41) Saudi EFL university students were normally distributed into two groups. The experimental group receives FC instruction, while the control group is taught using traditional explicit instruction. A pretest and a posttest were administered to both groups. Furthermore, a questionnaire was further distributed to the experimental group. The findings of the present quasi-experimental study demonstrate that FC enhances students' IM by providing a student-centered, supportive, positive, and collaborative technology-based environment that promotes their language attainment and satisfies their basic psychological needs for autonomy, competence, and relatedness. Finally, to ensure its successful implementation, it is recommended that teacher training and thorough content planning are vital before implementing FC.

Metasynthesis of Strategies Mode for Activating Higher Order Thinking Skills (HOTs) of University Students

Countries around the world are increasingly emphasizing the research and cultivation of higher-order thinking abilities, and have proposed various teaching strategies and methods. Researchers have developed various methods, strategies, and related activities to cultivate higher-order thinking in response to this issue, such as "scaffolding teaching", "heuristic teaching", "project-based teaching", "building collaborative learning", and "diverse evaluation feedback". However, current research on teaching strategies mostly focuses on methodology or teaching principles, lacking a teaching strategy model to guide teachers in specific teaching processes and designs. This study conducted a comprehensive integration of previous scientific research, aiming to summarize the strategic models for activating college students' HOTs in the past three years. By using Scopus, Science Direct, and Springer search agents for in-depth filtering, a total of 6 articles were selected. Data screening, evaluation, and CBA use two keywords, and the article is published from around 2020 to 2023. The research results indicate that in addition to the aforementioned teaching strategies, some emerging teaching models are also being widely explored and applied. The flipped learning teaching model shifts the knowledge imparted in the classroom to independent learning after class, while using classroom time to guide students in discussions and practice. Smart classrooms utilize modern technological means to provide a highly interactive and personalized learning environment. The blended learning model combines online and offline learning, fully utilizing the advantages of technology. The evidence-based teaching method emphasizes guiding teaching decisions and practices through scientific research and empirical data. These teaching strategies can effectively improve the higher-order thinking ability of college students. Therefore, integrated research has investigated some specific methods and strategy models for activating higher-order thinking skills among college students in recent years. These methods and strategy models are of great significance to educational practitioners and can provide reference for the teaching of HOTs.

Empowering Learning Through Game Creation: Investigating the Impact of Educational Technology on Learners’ Engagement and Attainment Level in Subject-Based Game Design (Phase I)

Games are an engaging way for learners to acquire and retain information, and they can benefit from creating their own games based on the content they are studying. Although gamification-based learning is well-known for its popularity among learners in the 21st century, minimal research has been conducted on the strategy of engaging learners in student-led learning by having them create their own games for learning. In recent times, there has been an increase in interest among educators in utilising novel teaching methods to improve learners’ involvement and active participation, ultimately fostering a more profound understanding of the subject matter. The latter is in line with Fullan and Langworthy’s (2014) assertion that deep learning is crucial for assessment, not only for the purpose of accountability, but also for determining effective strategies to achieve new educational objectives. The combination of flipped learning and gamification has significant attention as an emerging strategy with the potential to transform traditional pedagogical and/or andragogical approaches. The concept of flipped learning entails reversing the conventional classroom structure, in which learners are exposed to instructional materials outside of class to conduct interviews, collect evidence related to the topic at hand, and then use the in-class time for interactive learning by analysing and comparing the data collected. Alternatively, gamification entails the application of game design elements and principles to non-game-related contexts. This small-scale study investigates the relationship between instructional game design and student creativity. Research demonstrates that learners who create instructional games are more creative. Statistically, learning outcomes may not differ, but users are more motivated to learn and want to continue studying. The study analysed prospective issues and proposed solutions for ensuring the consistency of flip game-based learning that engages and motivates learners across multiple disciplines. The objective is to investigate effective teaching and learning approaches based on an unconventional combination of flipped learning gamification methods with the potential to enhance learners’ learning process through continuous engagement and participation. In the context of Vocational Education and Training, this research aims to enable learners to create their own game concepts based on structured curriculum topics.

Exploring the Elements that Support Student Motivation to View Pre-Recorded Lecture Content in Physiology and Related Health Sciences

Within higher education, course content has traditionally been delivered via didactic lectures. In line with evolving pedagogical theory &amp; approaches, there has been a shift towards incorporating more active learning elements &amp; evidence-based teaching methods into the curriculum, including offering more flipped learning opportunities. In a flipped learning environment, students are provided material to review and study before attending an in-person scheduled class session (pre-work). In class, the instructor facilitates active learning opportunities to promote learning &amp; application at higher levels of Bloom’s taxonomy of learning. Studies show that students who complete assigned pre-work before an in-person learning session perform better in a course than those who do not, yet motivating students to complete assigned pre-work in advance has been identified as a significant challenge in the flipped classroom. One primary mode of delivery for pre-work in the flipped classroom is via pre-recorded lecture content. The format, duration, and design of pre-recorded lectures varies widely across disciplines, depending almost entirely upon the determination of the instructor. While effective design methods for creating and delivering pre-recorded lectures are well-established, identifying factors which either motivate or deter students from viewing pre-recorded lectures in advance remains a challenge. To explore factors which motivate students to view pre-recorded lectures, we examined the experiences of students at the University of South Carolina School of Medicine Columbia following their encounters &amp; usage of pre-recorded lecture content during the Physiology block of the first-year curriculum. Preclerkship medical students who had been assigned a series of pre-recorded lecture content as a component of the curriculum were invited to participate in semi-structured focus group interviews to discuss their experiences with pre-recorded lecture videos and the subsequent in-person learning sessions. Ten students out of a class of 97 volunteered to participate and interview transcripts were qualitatively analyzed to identify factors that motivated students to view pre-recorded lecture content in advance as well as factors that impeded their ability to do so. Factors which students identified as motivators for viewing lecture recordings in advance fell into two general categories: (1) those which served as intrinsic motivators (self-determination theory) and (2) those which reduced cognitive load (cognitive load theory). In line with self-determination theory, instructor attempts to enforce extrinsic motivators were not identified by students as supporting their attempts to view lectures in advance, instead being reported to have hindered their ability to effectively study the material. Overall, we identified the in-class learning environment to have had the greatest impact on students’ decision to view pre-recorded lectures in advance. Ongoing steps of this study include delivery and analysis of a Likert-style survey to all students who have been assigned a series of pre-recorded lecture content as a component of the curriculum to further explore the themes identified in our qualitative discovery. We hope that other educators may use these findings to optimize the design and delivery of flipped and active learning environments. This project was internally funded by the University of South Carolina's Student Opportunities for Academic Achievement Through Research Program and a Center for Teaching Excellence Innovative Pedagogy Grant. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Enhancing equity in access to automated insulin delivery systems in an ethnically and socioeconomically diverse group of children with type 1 diabetes

IntroductionManufacturer-supported didactic teaching programmes offer effective automated insulin delivery (AID) systems onboarding in children and young people (CYP) with type 1 diabetes (T1D). However, this approach has limited flexibility to...

Revamping an English for specific academic purposes course for problem-based learning: Reflections from course developers

Under the current trend of curriculum reform in higher education worldwide, many institutions have taken the initiative to develop English for Specific Academic Purposes (ESAP) courses to cater for students' diverse needs for disciplinary learning and future professional practices. This paper illustrates the pedagogical innovations in an ESAP course to facilitate undergraduates’ disciplinary learning at an international university in Hong Kong. Based on the data collected from students and discipline teachers, we, as the course developers, reflected upon the opportunities and challenges in implementing the revamped ESAP course. Our reflections reveal the importance of promoting flipped learning and peer feedback practices in the ESAP classroom and interdisciplinary collaboration between ESAP course developers and discipline teachers. This paper will be of interest not only to ESAP teachers but also to discipline teachers who intend to promote best practices for effective disciplinary studies through English teaching and learning in higher education.

대학 플립러닝 환경에서 학습몰입 요인의 질적 탐색

Although various studies on the effectiveness of class using flipped learning and instructional design have been attempted, there are few cases where learning engagement factors have been explored from the perspective of learners participating in classes. Therefore, in this study, we would like to explore the factors that affect learning commitment in flipped learning. Engagement varies depending on the degree of motivation experienced and felt by learners, so it was considered as a method of grounded theory to explore learning engagement factors in a situation learning-based university flipped learning environment. As a result of this study, the core categories and types of college students’ flipped learning stories include ‘learning context consistent with individual interests and goals’, ‘learning content that affects the entire learning process’, ‘learning environment to communicate online and share in classrooms’, and ‘learning strategies according to learners’ personal resources.’ It was found that basic psychological needs affect learning commitment through the process of hypothesizing formalization of key categories. It is meaningful that the model was presented based on the derived theory, and based on this, the instructor presented implications for instructional design in consideration of the learner’s basic psychological needs when planning the learning environment.

회계전공자의 플립러닝(Flipped Learning) 학습 효과에 관한 연구

[Purpose] It is a study to analyze whether the flipped learning teaching method, which is a student－centered active learning method, is effective. The purpose of this study is to analyze whether an active self－directed flipped learning teaching method for students has a learning effect on accounting majors in the existing teaching－oriented passive lectures. [Methodology] In fact, the learning effect of learners on flipped learning classes of students who took flipped learning classes for a semester was empirically analyzed through a survey. [Findings] As a result of empirical analysis, first, in order to determine the reliability of the population of the questionnaire, most of the Cronbach’s alpha values were 0.7 or higher, indicating high reliability. Second, as a result of univariate empirical analysis of learners’ satisfaction with flipped learning classes, it was found that time convenience (TC), locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC) all had a significant positive (＋) effect. Third, as a result of multivariate empirical analysis, learners’ satisfaction with flipped learning classes was found to have a significant positive (＋) effect on locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC). [Implications] Considering the characteristics of accounting majors, research on learners’ satisfaction through flipped learning classes is expected to serve as an opportunity for future accounting major classes to develop into various online teaching methods that can increase learners’ self－directed satisfaction rather than cramming education.

The Effect of Flipped Learning on the Motivation, learning Satisfaction, and Academic Achievement of Female College Students Majoring in Beauty

This study was conducted to empirically analyze how flipped learning affects learning participation motivation, learning satisfaction, and academic achievement. As a result of the study, the higher the awareness of flipped learning, the higher the learning orientation, goal orientation, and activity-oriented motivation. The higher the awareness of flipped learning, the higher the learning satisfaction and academic achievement, the higher the activity orientation and goal orientation of each sub-factor of the motivation to participate in learning, and the higher the activity orientation and learning orientation of each sub-factor of the motivation to participate in learning, the higher the academic achievement. In addition, the higher the learning satisfaction, the higher the academic achievement. As a result, it was confirmed that applying flipped learning to beauty major classes has a positive effect on learning participation motivation, learning satisfaction, and academic achievement.