Flipped Model Research Articles

Application of a flipped classroom teaching model based on micro-videos in the standardized training of dermatological residents in China.

To explore the effects of a micro-video-based flipped classroom teaching model on the standardized training of dermatological residents in China. A total of 78 residents who had received standardized training at the Department of Dermatology of the First Affiliated Hospital of Anhui Medical University were selected and randomly divided into an experimental group (39 residents) and a control group (39 residents). The experimental group received micro-video-based flipped classroom teaching, whereas the control group received traditional lecture-based classroom teaching. Scores relating to theoretical knowledge of dermatology, clinical practice skills, and the results of a questionnaire survey were used to evaluate the teaching effects. The average score of the experimental group in the theoretical knowledge test (88.56 ± 5.80) was significantly higher than that of the control group (81.90 ± 7.45). Similarly, the average score of the experimental group in the clinical practice skills test (85.44 ± 5.97) was also significantly higher than that of the control group (78.46 ± 5.94). The results of the questionnaire survey showed that the experimental group exhibited significant improvements in learning interest, mastery of teaching content, communication skills, expression skills, clinical practice skills, autonomous learning, clinical thinking, clinical application, and team cooperation. Flipped classroom teaching based on micro-videos helped to improve the teaching effects of theoretical knowledge, clinical practice skills, and residents' comprehensive ability during dermatological residents' standardized training.

Exploring the Transformed Landscape of Grammar Learning in Language Education: Unveiling Teaching Insights through Harnessing the Flipped Classroom Approach's Potential

The paper explores the potential of the flipped classroom model in language education, specifically for teaching grammar. The flipped model shifts traditional teaching by moving direct instruction outside class, allowing more engaging in-class activities. It also reverses teaching, putting direct instruction before class and interactive learning during class. It may stand language instructors in good stead, for it enhances engagement and comprehension. This experiment investigates its implementation, benefits, challenges, and impact on grammar learning outcomes. Notable among the challenges posed by this model, if instructors opt to avail themselves of its mechanisms, are technological barriers, including limited access to high-speed internet and a lack of compatible hardware. The study comprises an illustrative analysis that applies the model to instructing subject-verb agreement through pre-class activities, video content, quizzes, games, and essay assignments. The results palpably demonstrate an improved understanding and practical application of grammar. The flipped classroom offers transformative opportunities for language education, needing careful preparation and addressing tech challenges. It attempts to affect a qualitative leap in learning by using technology for content delivery and focusing on interactive in-class activities.

Flipped Learning Model Based on Learning Styles in Chemıstry Educatıon

This study aimed to investigate the effectiveness of the flipped learning model, which was designed according to learning styles in the unit of "Acids, Bases, and Salts," compared to the traditional flipped learning model. For this purpose, the study was conducted in a pretest-posttest control group quasi-experimental design with the participation of 37 students who were 10th graders and it lasted for 7 weeks. The students in the experimental group students were taught in the flipped learning model, which was designed according to learning styles. In contrast, the ones in the control group were taught in the traditional flipped learning model. The results demonstrated that the experimental group achieved more success than the control group students taught in traditional flipped models. Besides, it was found through semi-structured interviews with voluntary students that the students generally had a positive perspective of the flipped learning model.

STUDENTS’ PERCEPTIONS OF THE EFFECTIVENESS OF THE FLIPPED CLASSROOM MODEL APPLIED TO ADVANCED ENGLISH READING: A CASE STUDY OF ENGLISH MAJORS AT THAI BINH DUONG UNVERSITY, VIETNAM

Self-study is considered one of the indispensable skills of learners in general and university students in particular in the 4.0 technology era. In order to develop the spirit of active inquiry, knowledge acquisition, and a flexible learning environment, this study examined the application of the flipped classroom model for an academic Advanced Reading course for students majoring in English. It aimed to find out the factors affecting students’ awareness and understanding of students’ perceptions of the effectiveness of the flipped model for this subject. Research results collected through indepth interviews with 15 students showed that there were many positive responses to this model and pointed out the limitations of the model for Advanced Reading, suggesting how teachers can develop more effective teaching methods in this area.

Application of Flipped Classroom Teaching Model Based on Micro-Course in Practical Training Teaching of Contact Lens Fitting Technology

Objective: This paper aims to study the application of flipped classroom teaching model based on micro-course in the practical training teaching of contact lens fitting technology. Methods: From September 2021 to July 2023, 120 students majoring in ophthalmology and optometry were selected and randomly divided into groups. The control group adopted the traditional teaching mode, and the study group adopted the flipped classroom teaching mode based on micro-course. Teaching scores and the skills, observation and judgment, adaptability, and communication skills were compared between the groups. Results: Statistical comparison of teaching scores under different management methods showed that the clinical thinking score and practice work quality in the study group were higher than those of the control group, and the effect of the study group was better (P < 0.05). The overall scores of skills, observation and judgment, adaptability, and communication skills of the study group were better than those in the control group, and the comprehensive ability scores in the two groups were significantly different (P < 0.05). Conclusion: In practical training teaching of contact lens fitting technology, the application of flipped classroom teaching based on micro-course can improve the skill scores of personnel, and the overall effect is good. This can lay the foundation for advanced ophthalmology and optometry talents with profound theoretical knowledge and professional skills.

FORMAL, NON-FORMAL AND INFORMAL CONTENT DOMAIN OF BLENDED LEARNING FOR PROSPECTIVE ENGLISH UNIVERSITY TEACHERS

Learning today takes place in various mixed forms - through practice, and personal connections, extending beyond the boundaries of traditional educational institutions. Many students navigate in different fields of knowledge throughout their lives. The specifics of non-formal and informal education are an important aspect of future professionals’ learning since formal education cannot encompass all such experiences. Blended learning combines formal and non-formal learning, face-to-face and online communication, guided actions and independent choice of path to achieve personal and social learning goals. Considering the pertinence of developing professionally oriented communicative competence among prospective English university teachers, the purpose of the study is to theoretically substantiate the content domain of blended learning (BL), including formal, non-formal and informal aspects. It is stated that in the narrow sense, the BL of prospective English university teachers is a purposeful process of transferring and assimilating knowledge, improving linguistic, speech, socio-cultural, educational and strategic competencies, enhancing students’ cognitive activities. BL should be a flexible synthesis of distance learning, complemented by direct interaction with the teacher and other students during traditional learning, which will significantly intensify the learning process, fostering independent learning and the individual learning trajectory of each student. In a broad sense, the BL of prospective English university teachers is a system of formal and non-formal learning that integrates with informal learning that is characterized by social experience and defined as a self-organized, individually cognitive activity. The study has used a set of theoretical research methods including analysis, systematization and generalization of the results from the scientific and pedagogical experience of Ukrainian and foreign scientists. The webinar is distinguished as an interactive form of organizing non-formal learning, incorporating a mixture of formal learning through practical exercises such as debates, the flipped learning model, the project method, the discussion method, the presentation method, etc.

Research on the Application of the Flipped Classroom Teaching Mode in Financial Sharing Courses

In recent years, the flipped classroom teaching model has been developed in various teaching stages. Many teachers and supervisors nowadays consider the use of flipped classroom teaching models. Not only are primary school education flipped in university teaching becoming more and more common, but integrated teaching has shown more advantages. At the same time, in order to cultivate financial sharing talents, major universities pay more attention to teaching research in financial sharing courses, Students majoring in finance often lag behind in education due to their inability to integrate and apply knowledge in class. In order to solve the problems encountered in financial shared courses, it is helpful to cultivate students’thinking to the maximum extent during the learning stage, cultivate a sense of self-directed learning in the pre class stage, and flip the classroom teaching mode. At present, the application of flipped classroom in financial shared classrooms is insufficient. Based on this situation, this article combines the learning habits of college students with the characteristics of the curriculum, and conducts a comprehensive iteration of flipped classroom implementation plan design through teaching practice and teaching research. This article mainly applies the flipped classroom teaching mode to financial shared classrooms, and reflects the advantages, disadvantages, and limitations of this project through the research results, Provide practical significance and reference value for the teaching of financial sharing courses in China.

Strategies for Effective Utilization of Hybrid Approaches for Improve Instruction in Office Technology and Management (OTM) In Public Tertiary Institutions in South East, Nigeria

This study was carried out to investigate strategies for effective utilization of hybrid instructional approaches in Office Technology and Management (OTM) in public tertiary institutions in South East, Nigeria. The study answered two (2) research questions which were raised based on two (2) variables. Two null hypotheses were tested at 0.05level of significance. The study adopted descriptive survey research design and the study area was South East geo-political zone of Nigeria. The population of the study consisted of two hundred and sixty-eight (268) business educators employed under Business Education Department of public tertiary institutions in South-East Geopolitical zone, Nigeria. The instrument for data collection was a structured questionnaire titled “Strategies for effective utilization of hybrid instructional approaches in office technology and management questionnaire (SEUHIAOTMQ)” with 18 items. The instrument was validated by three experts, two in business education and one in science education. Reliability of the instrument was determined through pilot test using Cronbach Alpha Reliability Statistical Tool. The analysis yielded a reliability coefficient of 0.85. Mean and standard deviation were used to answer the research questions while independent t-test was used to test the hypotheses at 0.05 level of significance. The result of the analysis revealed that utilization of flipped model and rotational teaching strategies can enhance effective teaching of Office Technology and Management (OTM) in public tertiary institutions. The study also revealed that gender and years of experiences did not affect the opinion of business educators’ opinion on strategies for effective utilization of hybrid or blended instructional approaches in Office Technology and Management (OTM) in public tertiary institutions in South East, Nigeria. The implication of the findings was that that every business educator should attend regular in-service education so as to keep abreast of current and future innovations in teaching. Based on the findings, it was recommended, among others, that management of public tertiary institutions in South East, Nigeria should from time to time train business educators on emerging technologies which can be adopted for hybrid instructional approaches in public tertiary institutions.

Blended Learning in Mathematics Teacher Education: A Systematic Review

Blended learning is an active teaching approach widely applied in recent decades, especially in higher education. This study systematically reviews blended learning’s applications in mathematics teacher education based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. This study aims to understand the potential of blended learning for various mathematical topics, the common blended learning models, and the benefits and challenges this teaching approach presents for educational stakeholders. Accordingly, 25 studies from the Scopus database are analyzed. The study shows that many studies were conducted between 2019 and 2022, focusing on a few developing countries. In addition, blended learning is extensively used in teaching most mathematics subtopics, especially in courses on teaching methods, with the widespread use of three models: the flipped model, the mixed model, and the online practicing model. Based on this study’s assessment, blended learning has a positive impact on the development of knowledge, skills, and attitudes among preservice teachers. However, it also presents lecturers and prospective teachers with various challenges related to technological infrastructure, teaching materials, digital and professional competence, and students’ knowledge and engagement. The study’s results provide an overview of the application of blended learning in mathematics teacher education and support certain future recommendations for new research directions.

IMPLEMENTATION of SDGs – 4 THROUGH DIGITIZATION OF EDUCATION AT SANGGAR BIMBINGAN KUALA LANGAT, SELANGOR, MALAYSIA

Lecturers from Universitas Negeri Malang conducted Overseas Partnership Service activities at Sanggar Bimbingan Kuala Langat, Selangor, Malaysia. This service activity aims to enhance the quality of teaching and the understanding of both teachers and parents of students in the guidance studio, aligning with SDGs Goal 4, which is "Quality Education." The need for this service activity arises from the teachers' lack of understanding regarding learning media and models applicable in the classroom. Several specific activities were carried out, including a workshop titled "Enhancing Learning Quality and Teacher-Parent Understanding at Sanggar Belajar Kuala Langat, Selangor, Malaysia, Using the Flipped Classroom Learning Model." These activities also included a video tutorial demonstrating "How to Utilize Google Classroom as a supportive tool for the Flipped Classroom learning model" and assistance in setting up Google Classroom accounts and using the application. Through these activities, it was observed that both teachers and parents gained a better understanding of the flipped classroom learning model and the use of Google Classroom as a teaching tool. Consequently, it is anticipated that the learning quality at Sanggar Bimbingan Kuala Langat will see improvement.

Pengaruh Model Pembelajaran Flipped Classroom Terhadap Kemandirian dan Hasil Belajar Siswa

This study aims to determine the effect of the flipped classroom learning model on the independence and learning outcomes of class X students of the accounting skills program at Vocasional High School 1 Lumajang with a case study on the basic competencies of basic accounting equations for the 2022/2023 school year. This research is an experimental research with the type of research Pre-Experimental Design and using the One Group Pretest-Posttest research design. Methods of data collection using questionnaires, tests, interviews and documentation. The data analysis method used is the paired sample t-test. The results showed that the flipped classroom learning model had an effect on student learning independence with a Sig. 0.00 <0.05 and has an effect on learning outcomes with a Sig value. 0.03 <0.05. The results of the Percent N-Gain test show that the flipped classroom learning model has an effect on learning independence by 57% and on learning outcomes by 22%.

Evaluation of a fully online flipped teaching course

Objectives The purposes of this study were to examine university students’ perceptions and perceived effects of online flipped teaching, and to explore the relationships between flipped classroom activities and student learning.
 Methods A total of 58 students received online flipped instruction. A questionnaire was administered measuring students’ perceptions and perceived effects of online flipped teaching method in general. In order to examine the relationships between flipped classroom activities and student learning, the correlation analysis between students’ video viewing rate, discussion board scores, and student learning outcomes were also conducted.
 Results The survey results suggest that the majority of students expressed a positive attitude towards the online flipped classroom after the course. High percentage of students reported that they enjoyed watching lessons on video and made full use of lecture videos to increase their understanding. Moreover, the online flipped model was perceived to increase communication among peers. Correlation analysis results indicate that both lecture video viewing and discussion board performance were significantly related to positive learning outcomes to some extent.
 Conclusions Overall, students appreciated the online flipped method, particularly for the increased engagement with peers and flexibility to learn at their own pace, which enriched the overall learning experience. Two instructional methods used in the online flipped classroom (having students watch pre-recorded lecture videos and participate in the discussion board) were found to be significant contributor of student learning.

STRATEGI PENGEMBANGAN KETERAMPILAN BAHASA INGGRIS MAHASISWA MENGGUNAKAN SELF-REGULATED LEARNING MELALUI DESAIN PEMBELAJARAN MODEL FLIPPED

This study examines the development of students' foreign language skills in learning English using the Flipped learning design which is designed with self-regulated learning strategies. The study was conducted using a quasi-experimental design. While the experimental group received learning strategies through a flipped classroom model designed with a self-regulated learning strategy, on the other hand the control class group received learning strategies that did not use the self-regulated learning strategy of the flipped learning class model. The results of the study show that the self-regulated learning strategy positively influences the development of foreign language skills in the flipped classroom model. A significant difference in support of groups working with the platform included self-learning strategies that excelled in speaking, reading, writing, and grammar test scores. However, based on the findings there is no significant difference in the results of the listening skill test. This Research also concludes that using strategies to help students be actively involved in activities outside and inside the classroom can contribute to improving their basic English skills.

The Influence of Teachers’ Classroom Transformational Leadership on Chinese College Students’ English Learning—Taking the Flipped Classroom as an Example

Many educators have recognized that a teacher-centered approach to teaching and learning frequently results in students becoming passive in the classroom. The flipped education model has resulted in students becoming more motivated and participating in the classroom, particularly in English (Doman & Webb, 2017). In addition, in a flipped university English classroom, the teacher as a leader can first stimulate students’ interest in the flipped classroom; set motivational goals to stimulate students’ interest in learning the language; set specific and manageable goals, plans, requirements, and assessment criteria; provide personalized guidance to students; set an example for students through the teacher’s own behavior; and create a pleasant and relaxed learning environment (Suo & Hou, 2017). All of these changes in teaching styles reflect the transformational leadership of teachers in the classroom, while this change in classroom paradigm has also influenced university students’ learning of English.

An experience in the implementation of the flipped classroom instructional model in the computer science degree

AbstractIn recent years, education has undergone a profound transformation process, having gone from relying only on the traditional lecture to making full use of digital formats. This gradual process, accelerated by the COVID‐19 pandemic in the last years, has triggered innovative changes in the educational process. Within this context, many lecturers have adopted the flipped classroom instructional model, aiming to improve the motivation and involvement of the students. In this model, students must acquire certain theoretical knowledge at home, and the classes, with the help of the lecturer, are used for the more practical part. This article presents the results obtained when the flipped classroom model was implemented in the computer science degree. Specifically, during 2020–2021 and 2021–2022 courses, this instructional model was assessed in 15 subjects. Results show that the flipped classroom instructional model can be stated that it has improved the students' perception of the learning experience, students' dedication and engagement has been improved, students' perception of their understanding of the subject has improved. The faculty considers that the teaching experience has improved and is in favor of continuing with the experience in future courses.

Study on the Flipped Classroom Teaching Model of “Business English Translation” in the Context of Big Data

Abstract As a new teaching method born in the changing times, the flipped classroom also provides a new way to reform the teaching mode of business English translation. In this paper, we propose a new neural machine translation model--TwinGAN model, which includes two generators and two discriminators and combines “similarity selection” and “strategy gradient” of reinforcement learning and adversarial learning strategy of the generative adversarial network to improve the translation quality of the model. The model combines “similarity selection”, “policy gradient,” reinforcement learning, and the adversarial learning strategy of the generative adversarial network to improve the translation quality of the model while mitigating the exposure bias problem to improve the translation performance of the model further. Finally, the learning-assisted translation system based on the TwinGAN model is combined with the deep learning-based flipped classroom teaching model and applied to business English translation teaching. In the eight-week teaching test, 38.16% of the students in the experimental class achieved excellent learning levels in the first week of the test, and 57.47% in the eighth week of the test, an increase of 18.55% compared with the first week. In contrast, 36.48% of the students in the control class reached an excellent level in the first week of testing, and 35.73% in the control class reached an excellent level in the eighth week. The flipped classroom model based on deep learning is effective in teaching effectiveness.

Accounting Student Perceptions toward Online Flipped Statistics Course and Effective Methods to Promote Engagement, Increase Satisfaction, and Improve Self-Efficacy

The COVID-19 pandemic has motivated many educational institutions in the world to adapt their delivery method from conventional (offline) teaching/learning to online methods, and one of the methods is the Flipped Classroom. Nonetheless, the shift from offline classroom instruction to online learning must ensure its long-term quality, which can be effectively delivered to students. Thus, this study investigates the effectiveness of the an online flipped classroom teaching model as perceived by learners, applied due to the COVID-19 pandemic. The sample for this study includes 41 accounting students taking an online statistics course in their 5th and 7th semesters in a private university in Indonesia. The methods are both quantitative—employed through a questionnaire—and qualitative through applied semi-structured interviews as well as for analyzing the collected corpus. Ultimately, the study concludes that, in terms of student engagement, satisfaction, and efficacy, the flipped classroom method is effective. Lastly, the significance of the research shows recommendations for improving the application of the flipped classroom approach in the current context of online learning amidst the prevailing policy in Indonesia and beyond.

The Effectiveness Of The Flipped Classroom Type Blended Learning Model In Basic Graphic Design Subjects at Vocational High School

<span>This study aims to determine the differences in student learning outcomes in the application of blended learning the flipped classroom model to the direct learning model and also to determine the more effective learning model between blended learning type flipped classroom with direct learning model. This study uses a quantitative approach with a quasi-experimental design and uses a pretest-posttest control. The population of this research is all students of class X majoring in Multimedia. The sample used is 54 students. The sampling technique in this research is using the total sampling method. Data obtained from the results of pre-test and post-test based on indicators of student learning outcomes.The results obtained from this study are as follows. First, there are differences in learning outcomes in Basic Graphic Design subjects in the experimental class by applying the blended learning type flipped classroom and the control class applying the direct learning model. It is proven by the average learning outcomes of the experimental class of 77.-3 and the control class of 73.14. The second is that the blended learning model of the flipped classroom type is more effective than the direct learning model. The results of the effectiveness behavior in the experimental class with the application of the flipped classroom blended learning model are in the medium category, while the control class with the direct learning model is in the low category.</span>

The Combination of Flipped Learning, Station Technique and Technology in Harmony Lesson: Evaluating Student’s Achievement, Attitude and Views

To mitigate the negative impacts of COVID-19 on the distance education Harmony course, a contemporary educational strategy with experimental content has been developed in this study. This research uses a mixed-methods sequential explanatory design, combining (a) a pretest-posttest control group design and (b) a qualitative study to comprehend the potential quantitative changes resulting from the use of the flipped learning model, station technique, and technology combination. The technology combination is built with the Bandlab social music platform, YouTube lesson support platform, QR codes, and Zoom Breakout Rooms. The study examines how these approaches affect students' success in the harmony lesson, their attitudes towards the lesson, and their learning experiences. The study sample consists of music teaching 2nd-grade students (control group n=41 & experimental group n=44). The experimental procedure takes nine weeks and includes three stages. After the learning sessions, individual semi-structured interviews were conducted with the experimental group students. As a result, positive improvements were achieved in students' attitudes towards the lesson, their success levels, and their learning experiences.

Integration of E-Portfolio into an Iranian Flipped Classroom: Does the Flip Type Make a Difference in Listening Comprehension?

The present study aimed to investigate the effects of a flipped learning model on English as Foreign Language (EFL) learners’ L2 listening comprehension. E-portfolio writing was treated as the pre-class activity in the flipped classroom. To this end, 36 intermediate students from an English institute were chosen based on an Oxford Quick Placement Test (OQPT) and they were assigned to a flipped classroom (experimental group) and a traditional classroom (control group). After running a pretest of listening comprehension, the listening materials were presented to the participants in the flipped classroom through WhatsApp. In contrast, the participants in the control group received the same listening materials inside the class. Socrative was selected as the online platform to assess the experimental group participants. After ten sessions, to elicit data, a post-test on listening comprehension was administered to the participants in both groups to measure their listening comprehension. The independent samples t-test revealed significant differences in learning listening comprehension between both groups in favor of the experimental group. In fact, participants in the flipped classroom group outperformed the control group. Additional research is needed to generalize the findings of this approach across different contexts.