Implementation Of Flipped Classroom Research Articles

Benefits and Limits of Flipped Classroom Implementation in Higher Education

This theoretical study explores the flipped classroom concept as an innovative teaching method within higher education. The main aim is to present the benefits and limits of implementing the flipped classroom in the Czech higher educational context. The authors evaluate problematic areas of implementing the flipped classroom based on a content analysis of research studies from selected European countries and specify possible bottlenecks affecting its implementation in the Czech university environment. Referring to the results, the flipped classroom concept promotes student-centred learning, the activation and development of students’ competence to learn, but its effective implementation in the university environment is contextually conditioned.

Assess the feasibility of flipped classroom pedagogy in undergraduate nursing education in Sri Lanka: A mixed-methods study.

BackgroundThe nursing education system has evolved with an increased emphasis on student-centred education, such as implementing flipped classroom pedagogy. Given the promising positive educational outcomes, the trend of using flipped classroom pedagogy has become increasingly popular in undergraduate nursing education. However, little is known about how these flipped classroom methods impact on nursing educational practices in limited-resource settings situated in South Asia.ObjectiveTo assess the feasibility of implementing flipped classroom pedagogy in undergraduate nursing education from the nursing students’ perspective.MethodsThis mixed-methods study employed a quantitative survey and six focus group discussions conducted in three state universities in Sri Lanka. The Nursing Students’ Readiness for Flipped Classroom (NSR-FC) questionnaire was used to collect quantitative data. The semi-structured focus group discussions were conducted by using 18 reflective and open-ended questions. Descriptive statistics and multivariate analysis of variance methods were employed when analysing quantitative data. An inductive thematic analysis approach was used to summarize the focus group discussions.ResultsThe questionnaire survey revealed that nursing students reported high levels of personal, technical, and pedagogical readiness across all three universities, while environmental readiness was perceived as low. The inductive thematic analysis identified three themes, namely: enablers, challenges, and benefits. Specifically, nursing students valued the student-centred approach. They were ready to utilize their own devices to overcome limited technological provision; however, a short training session about how to engage in the flipped classroom was desirable. Also, their exposure to basic educational technology was perceived as adequate and they were aware of the positive outcomes of flipped classroom pedagogy.ConclusionNursing students were ready to enrol in a flipped classroom programme. The provision of technological resources in the education environment was identified as a great challenge for flipped classroom implementation. Overall, the findings indicate there are promising feasibilities for the flipped classroom implementation.

Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation.

Investigation and Research on the Implementation Effect of Flipped Classroom With S Province as a Case

At present, the research on the connotation extension, advantages and mode design of the newly emerging reverse teaching mode of the flip classroom is rich and thorough, but the research on its implementation effect is almost vacant. In view of this, taking 44 schools in S province that are conducting exploratory experiments of flipped classroom as the survey object, By means of questionnaire survey, this paper investigated and studied the learning effects of students in the three stage of pre-class learning, in-class activities and after-class consolidation of flipped classroom. By means of classroom observation and in-depth interview, this paper investigated and studied teachers’ burnout, teaching and research ability and teaching philosophy in flipped classroom, so as to observe the effectiveness of flipped classroom as a foreign product in the context of Chinese education from these two aspects. The survey results show that the implementation of flipped classroom has a positive impact on 13 secondary indicators of students in three stages to varying degrees, and can reduce teachers’ sense of burnout, improve teachers’ teaching and research ability, and improve teachers’ teaching philosophy.

Implementation of Flipped Classroom in Islamic Education Lessons: Students’ Perspective

The research aims to assess flipped classrooms in Islamic religious education lessons at SMA Al-Azhar Batam. This research tries to illustrate students’ perspectives on the use of flipped classrooms in their classes. The respondents were 98 students who took Islamic religious education lessons. This research uses the descriptive qualitative method. The data was analyzed based on responses found in the reflection sheet. The research showed that flipped classrooms enable students to control their learning, creating confusion and culture shock. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and reach better learning consequences. The teacher needs to make more precise and stricter instructions on using online materials for in-class learning.

The Application of Flipped Classroom for Russian Teaching in College

With the rapid development of information technology, the concept of education and teaching in colleges and universities is constantly innovating and changing. Flipped classroom, with the teaching form of “interaction between teachers and students, flexible and interesting”, is not only affirmed by teachers and students, but also has a positive impact on the innovation and development of China’s education model. Taking Russian teaching in colleges and universities as an example, this paper first introduces the teaching mode and significance of flipped classroom, points out the problems existing in current Russian teaching, and puts forward countermeasures for the application of flipped classroom in college teaching, so as to promote and guarantee the smooth implementation and application of flipped classroom in college education.

The Influence of Flipped Classroom Towards Students' Motivation and Learning Outcome in Mathematics: A Case of Students in SD Hj Isriati Baiturrahman 1 Semarang

The research problem of this study is whether the implementation of flipped classroom affects the students' motivation and achievements, whether there is the influence of motivation on students' achievement in Mathematics of the fourth grades students of SD Hj. Isriati Baiturrahman 1 Semarang? This research is a quantitative experimental research. The research design is quasi experimental research using non-quivalent control group design. The samples were used as the experimental class and control class with total of 68 students. The T test results show t count > t table (3.608> 1.665). In conclusion flipped classroom influence on students' motivation. The T test results show t count > t table (1.854> 1.665). In conclusion learning flipped classroom effect on student learning outcomes. Significance test analysis results obtained F count> F table (3113.84> 4, 14), it means a significant regression equation. Analysis results obtained coefficient of determination R2 = 0.7534 = 75 %. In conclusion there is an influence of learning motivation on Math learning outcomes.

USING FLIPPED CLASSROOM FOR TEACHING PROCEDURAL SKILL IN RESIDENCY SPECIALLY DERMATOLOGY–A SYSTEMATIC REVIEW

Objective: To review the available literature investigating effectiveness of flipped classroom (FC) in context to teaching of procedural skills in residency in various medical fields especially in dermatology.
 Study Design: Systematic review.
 Place and Duration of Study: Flipped classroom meeting out inclusion criteria published in 9 years from 2012 to 2020.
 Methodology: Flipped classroom meeting out inclusion criteria published in 9 years from 2012 to 2020 were reviewed by the authors and co-authors as per their feasibility and discussion done by video conferencing by mobile software apps.
 Results: To review of 25 full-text articles. Strategic organization of course material, wise choice of pre-class activities, usage of Virtual learning environment, class time utilization tailored to learners needs, adherence to timelines, proper training of staff and proper evaluation; are required for successful implementation of flipped classroom. Students had positive perceptions about this technique.
 Conclusion: Flipped classroom is an effective teaching method for procedural skills training in post graduate medical training.

IMPLEMENTATION OF E-LEARNING WITH SIPADI POLMED-BASED FLIPPED CLASSROOM MODEL IN BASIC JAPANESE LANGUAGE COURSES

This study titled Flipped Classroom Implementation in Japanese Language Teaching in Business Administration Study Program aims to help students in understanding Japanese language courses as additional foreign languages that must be studied for two semesters. Flipped Classroom is one of the teaching methods where students get learning materials along with exercises and assignments (individuals or groups) in the form of videos and access them online through Sipadi, to be done outside the classroom to then be discussed during the course hours. Therefore, in class the teacher is reviewing materials, discussing assignments or exercises, and answering questions of students who still do not understand about the materials provided. While students at the time of the learning is expected to have gained an understanding of the material delivered. This method is tried to overcome the time constraints given for this course, which is only once a week for three hours of lectures. In addition, the condition of learning during the pandemic requires kbm to be done online, so that with this method students are not saturated, can be more active and also independent in accessing materials, learning can be carried out not limited by space and time. It is expected that with the implementation of this method, students' involvement in teaching and learning activities in the classroom increases and can easily understand the materials delivered.

Correlations between Online Learning Media Types, First Access Time, Access Frequency, and Students’ Achievement in a Flipped Classroom Implementation

Since the 1960s, the world has seen how Information Technology (IT) influences education. In the present era, with the massive development of the Internet, various kinds of IT-assisted learning are popping up like mushrooms in the rainy season. However, no matter how advanced IT-assisted learning has been grown, learning media is still an inseparable part of education. In this study, we specifically present how the use of certain types of learning media correlated with students’ access behaviors and, more importantly, students’ achievement. The result shows that these factors have a positive correlation. In terms of media type influence towards students’ achievement, the media that has the appearance of the lecturer gives better achievement, compared to the media that only has audio, and the media that only consists of text and images.

Effectiveness of flipped classroom practices in teaching of science: a mixed research synthesis

ABSTRACT Background: Flipped classroom, which is inversion of conventional classroom procedures in simple terms, currently stands out as a popular teaching strategy for many Science courses. Purpose: In this article, we tried to make a reinterpretation of the findings of recent empirical studies conducted on the effectiveness of the flipped classroom approach in science education. Design and Methods: To determine the overall effect size of the flipped classroom implementations in Science courses, a meta-analysis of 30 studies with such moderator variables as education levels, durations of implementations, various subjects areas of science and class sizes was carried out. To consolidate the academic achievement theme dwelled on in the meta-analysis part, a meta-thematic analysis based on document analysis of qualitative studies was conducted to expound in detail general characteristics of the approach, its effect on academic dimension, its contribution to the affective domain and classroom environment. Results: The findings reveal that the flipped classroom implementations have a positive medium effect (g = 0.727) on academic achievement in Science classes. Physics and Chemistry classes have the highest effect size values while Biology has the lowest effect size; the flipped classroom practices proved best in small size classes and at Primary School level with the highest effect sizes. Conclusions: The findings of both analyses provide insights into applicability of the approach in teaching of Science and its sub-branches. The drawbacks of the approach are also discussed with some suggestions for implication.

Flipping the Classroom to Improve Academic Achievement of Information Systems Students with the Support of Learning Management System (LMS)

This study aims to explore the effects of flipped classroom implementation on students’ academic achievement. Three courses that was offered to Information System students implemented the flipped classroom approach with the support of ULearn Learning Management System (LMS) over twelve (12) weeks of learning. Students’ coursework assessments and examination scores were compared between controlled groups that employed traditional teachingapproach and experimental groups which introduced the flipped learning approach. The Mann-Whitney test was used to compare the median and mean total marks of the two learning approaches, as well as data consistency for the mean total marks. Results show that median and mean total marks were higher in experimental group when compared to the control group for Knowledge Management System (KMS) and Information System Strategy & Planning (ISP)courses. This is proof that flipped classroom approach is a potential student-centred learning approach that can improve students’ academic achievement by encouraging students to be deep learners and promoting self-directed learning and life-long learning through the time optimization of out-class lectures and in-class active and collaborative learning activities.

Students’ Perception Towards Flipped Classroom Approach in The Islamic And Asian Civilisation Studies (Titas)

Flipped classroom is an active, student-centered approach that has been developed to enhance the quality of time in the classroom. This study investigates the perceptions of third year Bachelor in Teaching English as a Second Language (BTESL) and Bachelor in Accounting (BIA) students in a Higher Education Institute, Malaysia. It aims to examine the students’ perceptions towards the use of flipped classroom approach in Islamic Civilisation and Asian Civilisation subject (TITAS) and to identify whether there is any significant difference between the perceptions of two groups of students with different educational backgrounds. This study involves 124 respondents consisting of 82 (66.1%) third year BTESL students and 42 (33.9%) BIA third year students. It adopted a quantitative research design using a survey method for data collection. The questionnaire was adapted from previous studies as the instrument for this study. Data were analysed through SPSS software and were interpreted through descriptive analysis and an Independent sample T-test. The findings show the majority of BTESL and BIA students perceived the usefulness of flipped classroom implementation in TITAS class positively. However, the study findings also revealed that there is no significant difference between the perceptions of BTESL and BIA students. Consequently, the outcomes were inferred that students perceived flipped classroom approach in TITAS class to be useful and there is no significant difference between the perceptions of the two groups of students with different educational backgrounds.

Design and Implementation of Online and Offline Mixed Teaching Platform Based on WeChat Applet

It is difficult to find the problems in the process of students' learning accurately in the traditional teaching process of colleges and universities, for carrying out targeted teaching. In view of the lack of interactive and interesting learning platform in the implementation of flipped classroom, PBL teaching and other new teaching modes, this paper studies the design and development of teaching platform based on WeChat applet.

What do Malaysian ESL Teachers Think About Flipped Classroom?

Student-centred teaching and learning methods are favoured for promoting active and collaborative learning. In the flipped classroom approach, student-centred teaching and learning are the focus in the learning process. The approach has been gaining attention from educators at all levels worldwide. The present study was aimed at exploring Malaysian primary ESL (English as a Second Language) teachers’ perceptions of the implementation of flipped classroom. The study used the mixed method design, a Likert-scale questionnaire and an open-ended question. This research employed a whole population sample, which consisted of primary ESL teachers in a rural area in Malaysia. The findings showed that the teachers have positive perceptions of the flipped classroom approach as well as some concerns regarding its implementation, such as the availability of ICT (information and communications technology) gadgets and Internet connection in rural areas. Teachers’ perceptions of flipped classrooms can be used to make suggestions or give ideas to the authorities for improving the infrastructure in rural areas to help teachers and students. It is recommended that future studies be carried out with a larger and more diverse population to gather a more detailed picture of Malaysian teachers’ perceptions of the flipped classroom approach.

Implementation of flipped classroom combined with case- and team-based learning in residency training

The core problem of Chinese resident doctor training is that medical educators present content in an attractive teaching mode to make students more motivated to learn and improve their clinical thinking ability, humanistic care, and practical ability. The traditional classroom mode of teaching cannot meet the needs of modern medical education. The purpose of this study is to explore the benefits and challenges of the flipped classroom (FC) combined with case- and team-based learning (FC-CTBL) for residency training. In this study, 60 junior surgical residents of Xiangya Medical College were enrolled. "Diabetic foot" was selected as the content of this study. Residents were divided into an FC-CTBL group and an FC group. FC-CTBL and FC were compared on the basis of residents' feedback questionnaires, residents' learning burden, test scores from a pre-quiz, and objective structured clinical examinations (OSCE). Residents were more satisfied with the FC-CTBL model compared with FC. In the FC-CTBL group, more participants said that the course improved their teamwork skills, analytical skills and their confidence in tackling unfamiliar problems. Residents in the FC-CTBL group also spent significantly less time preparing for class and performed better in the OSCE than those in the FC group. FC-CTBL stimulates residents' learning motivation, decreases their workload, improves their performance in the OSCE and may help to enhance clinical thinking and teamwork skills. The FC-CTBL approach is a good option for residency training.

A Conceptual Framework on Technology Integration in English Writing Flipped Classroom

As the education world revolves to Education 4.0, flipped classroom is seen to be one of the learning approaches that best described the future learning. Flipped classroom ticks every pillar for Internet of Things which are things, people, process and data. In flipped classroom, the things are the devices that the students use, such as computer, tablet or smartphone. The people that are involved in flipped classroom are teachers and students. The process that happened is teaching and learning. The data is transmitted through educational platform such as Google Classroom and Microsoft Teams. Flipped classroom transforms the conventional classroom by flipping the theoretical part to be done before the class and making the class to be student-centered and focusing to the practicality part of the lesson. Nonetheless, the research on flipped classroom is still limited in Malaysia, especially the primary school English language students. Hence, this paper aims to fill in this research gap by designing a conceptual framework for flipped classroom in teaching English writing to cater primary students with aims to improve students’ writing performance and motivation. The correlation between students’ writing performance and motivation will be observed too. In this respect, the proposed framework is integrated with technology based on Internet of Things, 21st century learning, social constructivist theory, Bloom’s revised taxonomy and motivational model. By using this conceptual framework, a set of teaching module is developed and to be implemented in English writing class for primary school students. This research also aims to use a mixed-method research design with three different instruments; writing test, questionnaire and interview to test its effectiveness, as it is believed that the implementation of flipped classroom can improve students’ English writing performance and their motivation. 64 students will be the participants of this study and they will be divided into two groups, control group and experimental group. Control group will go through conventional English writing class while experimental group will experience flipped classroom. The findings of this study will be beneficial for ESL teachers, ESL primary students and Ministry of Education.

Application Analysis of Flipped Classroom Based on Wechat Public Platform in Basketball Physical Education Teaching

Under the background of the new era, with the deepening of the new curriculum reform, college physical education teaching mode and concept have changed. Among them, flipped classroom based on wechat public platform has practical significance for sports learning. It is an important part of basketball physical education teaching process. The reasonable implementation of wechat public platform flipped classroom can improve students’ subjective initiative and promote the development of students’ sports learning at all levels. There are also some problems in the application of wechat flipped classroom in basketball course, such as emphasizing form, ignoring content, unreasonable design of classroom resources. The implementation of the new teaching mode requires full use of video, micro classroom and other teaching methods to improve students’ interest in learning, explore more knowledge of teaching content, fully understand the connectivity of knowledge, and improve the overall efficiency. Among them, this paper takes the flipped classroom of wechat public platform as an important research object, expounds its special application in basketball physical education teaching, hoping to help basketball sports teaching.

The Students' Attitude and Learning Experience toward Flipped Classroom Implementation in ESP Class During COVID-19 Outbreak: A Survey Study

The Students’ Attitude and Learning Experience toward Flipped Classroom Implementation in ESP Class during COVID-19 Outbreak: A Survey Study. Objective: This study was to determine student attitudes and learning experiences related to the application of Flipped Classroom (FC) in English for Specific Purposes (ESP) classes during the COVID-19 pandemic. Method: A quantitative approach is used in this study by taking respondents from four classes of students in the engineering faculty at a university in Papua. Respondents of this study amounted to 200 who fill online questionnaire. The responses obtained were then analyzed using SPSS 23. Findings: Based on data analysis, students had a neutral attitude and have a reasonably good level of learning experience towards the application of FC. Conclusion: Application of FC strategies has benefits to be applied, especially in learning during the pandemic COVID-19. Keywords: flipped classroom, student attitudes, learning experiences, digital learning, COVID-19. Abstrak: Sikap dan Pengalaman Belajar Mahasiswa Terhadap Penerapan Flipped Classroom di Kelas ESP Selama Pandemi COVID-19: Penelitian Survey. Tujuan: Penelitian ini adalah untuk mengetahui sikap dan pengalaman belajar mahasiswa terkait penerapan Flipped Classroom (FC) pada kelas Bahasa Inggris untuk Tujuan Khusus (ESP) di masa pandemi COVID-19. Metode: Pendekatan kuantitatif digunakan dalam penelitian ini dengan mengambil responden dari empat kelas mahasiswa di fakultas teknik pada salah satu universitas di Papua. Responden dari penelitian ini berjumlah 200 yang mengisi kuesioner secara online. Respon yang diperoleh kemudian dianalisis menggunakan SPSS 23. Temuan: Berdasarkan analisis data, mahasiswa memiliki sikap yang netral dan tingkat pengalaman belajar cukup baik terhadap penerapan FC. Kesimpulan: Penerapan penggunaan FC memiliki manfaat untuk diterapkan khususnya dalam pembelajaran selama pandemi COVID-19. Kata kunci: flipped classroom, sikap mahasiswa, pengalaman belajar, pembelajaran digital, COVID-19 DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202105

Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design

Abstract Considerable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.