Classroom Model Research Articles

Improvement of flipped classroom teaching in colleges and universities based on virtual reality assisted by deep learning.

In order to solve the limitations of flipped classroom in personalized teaching and interactive effect improvement, this paper designs a new model of flipped classroom in colleges and universities based on Virtual Reality (VR) by combining the algorithm of Contrastive Language-Image Pre-Training (CLIP). Through cross-modal data fusion, the model deeply combines students' operation behavior with teaching content, and improves teaching effect through intelligent feedback mechanism. The test data shows that the similarity between video and image modes reaches 0.89, which indicates that different modal information can be effectively integrated to ensure the semantic consistency and intuitive understanding of teaching content. The minimum Kullback-Leibler (KL) divergence is 0.12, which ensures the stability of data distribution and avoids information loss. The accuracy of automatically generating feedback reaches 93.72%, which significantly improves the efficiency of personalized learning guidance. In the adaptability test of virtual scene, the frequency of scene adjustment is 2.5 times/minute, and the consistency score is stable above 8.6, ensuring the consistency of teaching goals under complex interaction. This paper aims to enhance personalized learning experience, improve teaching efficiency and autonomous learning effect through VR technology and intelligent feedback, and promote the innovation of interactive teaching mode.

Enhancing ophthalmology education through a mobile flipped classroom: a new teaching method

ObjectiveGlaucoma is a major cause of irreversible blindness globally. Optical coherence tomography (OCT) aids early glaucoma diagnosis. Interpreting OCT scans requires familiarity with the technology and image analysis. This study aimed to evaluate the effects of a mobile flipped classroom model on learning outcomes and satisfaction for teaching optical coherence tomography (OCT) interpretation skills in glaucoma.ResultsIn this quasi-experimental pre/post-test study, a total of 22 ophthalmology residents participated in a 4-session mobile flipped classroom educational intervention (90 min/session) and were assessed on OCT interpretation. Learning was measured via pre/post-tests designed by a panel. Satisfaction was assessed using a validated questionnaire. Mean participant age was 29.42 (± 2.09) years. Compared to pre-intervention, post-test scores showed significant improvement after the mobile flipped classroom (p < 0.001). Mean satisfaction score was 74.05 (± 16.09), denoting high satisfaction. Implementing a mobile flipped classroom significantly improved OCT interpretation skills and was associated with high satisfaction ratings among ophthalmology residents. This model shows promise for enhancing clinical knowledge in graduate medical education.

Exploring the impact of blended learning instruction on preservice teachers' self-efficacy beliefs in organizing educational field trips to out-of-school learning environment

Abstract The integration of the flipped classroom model, self-efficacy theory, and the value of out-of-school learning environments forms the foundation for this study. By employing the flipped classroom model, preservice teachers can develop their instructional skills and build self-efficacy in organizing educational field trips. The active, student-centered learning experiences facilitated by the flipped classroom model can enhance preservice teachers' self-efficacy beliefs, preparing them to effectively utilize out-of-school learning environments in their future teaching careers. This study aims to explore the impact of the flipped classroom model on preservice teachers’ self-efficacy beliefs, specifically in the context of organizing and conducting educational field trips. By understanding the theoretical underpinnings and practical implications, the study seeks to contribute to the development of effective teacher education practices that promote innovative and confident teaching professionals. The study’s participants were 57 preservice teachers in the science teacher education program. It was undertaken employing a sequential, explanatory mixed-methods study. The preservice teachers in the experimental group were educated using the flipped classroom model, while the control group was instructed through the conventional classroom model. The “Self-Efficacy Belief Scale for Organizing Educational Field Trips to Out-of-School Environments” and a semi-structured interview form were used to gather data. Results indicate that the flipped classroom implemented in the course has positive effect on the self-efficacy beliefs of preservice teachers towards organizing trips to out of school learning environments. Furthermore, it was concluded that the use of this model was encouraging for pre-service teachers to use it in their teaching professions.

Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study

As we examine the pandemic’s impact on higher education, we can see that many previously traditional teaching and learning frameworks have been invalidated, and the need for new teaching and learning approaches has increased. This indicates that the traditional frameworks for higher education may no longer be effective. Consequently, there is a need for a new approach, and the flipped classroom model could be a suitable solution for the future of higher education after the pandemic subsides. This study measured the impacts of the flipped classroom method on students’ academic achievement, engagement, and motivation in the introduction to data analysis course (STA113), which is a compulsory general course for all undergraduate students at Ajman University in the United Arab Emirates. A quasi-experimental design involved 71 students divided into two groups: an experimental group (N = 36) using the flipped classroom method and a control group (N = 35) receiving traditional instruction. Educational videos and e-content were provided via Moodle. A cognitive achievement test and a survey assessed students’ motivation and engagement. Results showed statistically significant differences favoring the experimental group, with these students demonstrating greater improvement in skills, knowledge, and motivation compared to those in the control group. This research contributes to the literature by providing evidence that the flipped classroom method can enhance undergraduates’ academic achievement, motivation, and understanding of STA113 topics.

Reacting to the New Version of Compulsory-stage English Curriculum Standard in Mainland China: An Innovative Model of Formative Assessment

Currently, the educational reform in compulsory-stage English teaching in China is attracting more front-line teachers’ attention. The new compulsory-stage English curriculum standard published in 2022 requires teachers to make pedagogical accommodations to adapt to the changes in English curriculum conceptions. This article makes a focal reaction to one of the major shifts in the curriculum conceptions: integrating formative assessment into classrooms and systematically introduces an innovative formative assessment model, as well as its associated one-pager for English teachers to learn how to skillfully implement this model in classrooms. The introduced model is now in the phase of theoretical assumptions, and future practice-based research needs to be conducted to examine its effectiveness in reality. In addition to this future direction, some other potential research directions are also discussed in this article.

The Influence Of The Flipped Classroom Model and Independent Learning on The Critical Thinking Capability Of Science and 5 Class Students in Primary School

The Influence Of The Flipped Classroom Model and Independent Learning on The Critical Thinking Capability Of Science and 5 Class Students in Primary School

IMPACT OF FLIPPED CLASSROOM IN GENERIC STUDENTS IN COLLEGE OF NURSING, NISHTAR MEDICAL UNIVERSITY MULTAN

Traditional teaching methods in nursing education often fail to engage students in active learning, limiting their ability to develop critical thinking and problem-solving skills. The flipped classroom model, which integrates pre-class independent learning with in-class active engagement, has shown promise in improving learning outcomes. Objective: To evaluate the impact of the flipped classroom model on academic performance, engagement, and perceptions among nursing students at the College of Nursing, Nishtar Medical University, Multan. Methods: A quasi-experimental pre-test and post-test design was used. A total of 130 BSN students were randomly assigned to experimental (flipped classroom) and control (traditional lecture) groups. Pre-class materials were provided to the experimental group, while the control group followed traditional lectures. Data were collected using a validated questionnaire and analyzed using IBM SPSS version 26. Results: The flipped classroom model significantly improved post-test scores, critical thinking, and engagement levels compared to traditional methods. Most students (85%) reported that the flipped classroom approach fostered lifelong learning skills, and 90% agreed it effectively integrated theory and practice. Key challenges included limited resources and infrequent use of flipped learning by educators. Conclusion: The flipped classroom model is an effective strategy for enhancing academic performance and engagement in nursing education. Addressing barriers such as faculty training and resource limitations is essential for its successful implementation in resource-constrained settings like Pakistan.

Teachers’ Attitudes Towards AI Integration in Foreign Language Learning: Supporting Differentiated Instruction and Flipped Classroom

The use of Artificial Intelligence (AI) in education is rapidly gaining traction as research in technology has produced a growing number of cutting-edge applications. Indeed, the latest possibilities presented by AI require innovative and alternative methodological approaches to be integrated into the learning process. Within the educational community, and especially among foreign language educators, there is a clear desire and interest in adopting these new tools to enhance and maximise learning outcomes. However, there is also some scepticism regarding potential issues that may arise from their introduction into the learning process. This study presents a survey that examines the utilization of AI by 116 foreign language educators as well as their attitudes towards the utilization of AI in the context of the Greek public and private primary and secondary educational system. The research also explores how differentiated instruction and flipped classroom models can be enhanced by AI. Data was collected through an online survey on Facebook using a structured questionnaire, designed to capture quantitative insights into educators’ AI attitudes. Findings showed that teachers have adopted a positive attitude towards incorporating AI in teaching foreign languages. Indeed, a considerable number of educators employ AI as part of their curriculum, utilizing it also as a means for facilitating differentiated instruction where each student is taught according to his unique abilities and needs. Factors such as age, years of teaching experience and familiarity with AI technologies played a crucial role in shaping teachers’ attitude toward AI. However, the study revealed that one area that has been largely overlooked by researchers is how artificial intelligence could be utilised within flipped classroom settings; this lack of investigation into pedagogical applications represents a significant gap within current knowledge about AI in education thus necessitating further training and support on AI applications to language education.

Application of the Flipped Classroom in College English Translation Courses

As the information age progresses, online learning platforms have emerged, enabling students to access higher-quality learning resources. The integration of information technology and traditional classrooms is something that teachers need to explore to develop teaching methods that are modern and creative in the new era. The advent of the flipped classroom not only challenges and enhances teachers’ teaching abilities but also represents a significant transformation that helps students shift from passive learning to self-directed learning and overcomes the drawbacks of the traditional lecture-based approach. In light of the negative phenomena in current traditional lectures, such as low motivation, poor classroom participation, and inadequate knowledge acquisition, this paper uses the translation class for English majors as an example to conduct a comprehensive investigation into the potential impacts of the flipped classroom and how to apply the flipped classroom model to the translation class.

Fostering Research Motivation for Students Through Learning Development with A Research-Based Flipped Classroom Model

Fostering Research Motivation for Students Through Learning Development with A Research-Based Flipped Classroom Model

THE FLIPPED CLASSROOM: THE PRACTICE OF LEARNING ENGLISH FROM NURSING STUDENTS

This research aimed to examine the impact of the flipped classroom model on the activities and learning achievement of nursing students in Aceh, with a focus on speaking skills. The study employed classroom action research and was conducted over three months during the odd semester of 2024/2025, involving one first-grade class consisting of 32 students. The research was carried out in two cycles, utilizing pre-test and post-test evaluations to measure student learning outcomes. Additionally, two observers monitored classroom activities and provided reflections for improvement. The results showed a significant improvement in students' speaking skills. The average pre-test score was 55, which increased to 64 after Cycle I and further to 80 after Cycle II. Observations indicated that students became more active and engaged during the learning process, reflecting the effective implementation of the flipped classroom model. These findings suggest that the flipped classroom design successfully enhanced students' speaking abilities, as evidenced by the consistent improvement in their scores across cycles.

THE EFFECT OF FLIPPED CLASSROOM LEARNING ON LEARNING OUTCOMES

The impact of flipped classroom learning on student learning outcomes is investigated in this study. The research technique is a scientific approach to data collection that aims to accomplish a particular objective. The quasi-experimental research approach will be the methodology employed in this investigation. The following are the variables in this study: The study's independent variable (free variable) is the learning model, specifically the traditional and flipped classroom models. In this study, student learning outcomes are the dependent variable (bound variable). The t-test and One-Way Anova are two examples of the quantitative analysis techniques used in data analysis to process field-sourced data using normality, homogeneity, and hypothesis tests. The significance value table (sig.) illustrates that the post-test value data in the social studies topic is normally distributed, as determined by the computations above. The post-test results indicate a value higher than 0.05, specifically 0.091 in the experimental class and 0.055 in the control class. According to the test requirements, t table = 1.99 and t count = 6.62. As a result, at a level of 0.05, 6.62&gt;1.99, rejecting H0 and accepting Ha. It is possible to conclude that classes using the flipped classroom learning approach have a higher average value on the post-test of geography learning outcomes than classes utilizing the conventional method. With a 5% confidence level (α=0.05), the calculation of F count&gt; F table (45.06&gt; 3.97) indicates that there is a difference in the average value of learning outcomes (there is an influence on learning outcomes). Ho is rejected, while Ha is approved. It is possible to draw the following conclusion from the data analysis results: "The flipped classroom learning paradigm has a positive and significant influence on learning outcomes.

Qualitative research on the flipped classroom cognition of undergraduate nursing students

ObjectiveTo assess undergraduate nursing students' understanding of the flipped classroom model, facilitate its integration into nursing education, and support its implementation and reform.MethodsThe in-depth interview method of phenomenological research was used to interview 10 undergraduate nursing students during their course on 15 January 2024 in the classroom. The Colaizzi analysis method was employed for the data analysis.ResultsStudents' cognition of the flipped classroom model highlights three main aspects: limitations of traditional education, improved understanding of the flipped classroom despite its infrequent use in higher education, and its potential benefits, including increased learning interest, better learning outcomes, enhanced language skills, improved nursing research abilities, and stronger emotional connections between teachers and students. Challenges include increased workload, low self-discipline in self-directed learning, classroom time inefficiencies, and difficulty replacing traditional teacher-led instruction. The cognition of the flipped classroom among undergraduate nursing students can be summarised into three aspects: the restraints posed by traditional education models; the improvement in students’ understanding of the flipped classroom model – although its usage in college education is still rare; and the model’s potential to enhance learning interest, improve learning outcomes, foster language skills, enhance nursing research capabilities, and increase emotional interaction between teachers and students. However, several challenges persist, such as increased learning burdens, low student self-discipline in self-directed learning, substantial time wastage in class, and the difficulty of substituting traditional teacher-led instructions.ConclusionThe ongoing updates in educational models suggest that the flipped classroom model is conducive to improving learning outcomes and promoting the effective integration of theory and practice. However, further enhancements to this model are needed as it continues to be applied.

The Empowerment of Pragmatic Competence towards Translation Teaching and the Pedagogical Implications in China—A Systematic Review

Grounded in the rationale of pragmatic competence empowering translation teaching, this study explores the integration of pragmatic competence into translation education, emphasizing its critical role in enhancing translation practices. Through bibliometric analysis using CiteSpace, the research systematically examines the intersection of pragmatic competence and translation studies, revealing a strong theoretical alignment and pedagogical complementarity between the two fields. The bibliometric findings indicate that existing research predominantly focuses on pragmatic processing methods within translation texts, and future research trends are likely to centre on the acquisition of pragmatic translation competence. Based on the bibliometric insights into curriculum implementation and observations of the current state of translation teaching in China, this study advocates for developing a joint pragmatic-translation classroom model. This model emphasizes a process-oriented, constructivist approach to address the current challenges in translation education. It introduces pragmatic real-life contexts and explicit teaching of pragmatic theory and knowledge, supplemented by tools such as Discourse Completion Tests to cultivate pragmatic competence, while focusing on the importance of teacher-student feedback. The proposed model aims to enhance student autonomy, improve cognitive abilities, and promote lifelong learning, ultimately preparing students to navigate the complexities of professional translation tasks. Further empirical research is recommended to refine these pedagogical reforms and assess their long-term impact on translation proficiency.

The Application of Flipped Learning Model to Cognitive Learning Outcomes and Laboratory Practical Skills

The world of education has developed very rapidly, so that new methods are needed to support the effectiveness of learning process in the classroom, such as ideas related to new educational models and unique ways to continue to communicate with students, inform, collaborate and assess the learning process so that learning becomes fun, without reducing the essence of education. The aim of the research was to determine the effect of implementing the flipped learning model on the cognitive learning outcomes and laboratory practical skills of nursing students at Sahid University, Surakarta. This research used a quasi-experimental design with a pre-post non-equivalent control group design, the research sample was taken using a purposive sampling technique. The sample in this research was student of class A as a class using the Flipped Classroom model and student of class B as a class using a conventional model with a total of 74 students. The results of this research showed that the Paired Sample T-Test test results were p &lt; 0.05 which indicated that there was an influence from the application of the Flipped Classroom and conventional models on student cognitive learning outcomes and the average learning outcomes with the application of the Flipped Classroom were higher than those with the application of the conventional model. The conclusion of this research is that it is necessary to apply the flipped learning model because it can improve student learning outcomes in creative thinking.

History education in Portugal (a 25-year overview)

This article aims to root history education in Portugal, which is interlinked with Isabel Barca’s efforts to enhance the discussion about the relationship between history, history epistemology and situated cognition. By the late 1990s, history education had begun to be taught at the University of Minho under the influence of the Anglo-Saxon paradigm, mainly Lee, Ashby and Shemilt’s ideas. Important milestones were, in the 2000s, the creation/coordination by Isabel Barca of: (1) an academic master’s degree related to history teaching; (2) the HiCon projects (2003–11), focused on deepening knowledge about Portuguese teachers’ and students’ historical thinking and historical consciousness; and (3) the Jornadas Internacionais em Educação Histórica (International Journeys of History Education), conceived to share results with national and international researchers, and that contributed to building bridges with other academies, namely in Brazil. History education has influenced Portuguese history curricula since 2001 (apart from the years 2011–2015, when there was a right-wing shift), and has inspired the competencies in history oriented to develop students’ historical thinking. As the new curricula and paradigms in history teaching were challenging to school teachers, Barca has inspired the Portuguese History Teachers Association to promote several scientific events and continuing professional development since the 2000s. This was how her workshop classroom model based on history education (the ‘aula-oficina’) became known among teachers, and contributed to practice changes in schools. Through the years, Portuguese history educationalists have continued to deepen knowledge in this area, and to share the results in national and international academic communities, and also with school teachers.

Student Violence Against Paraprofessionals in Schools: A Social-Ecological Analysis of Safety and Well-Being.

Violence against teachers has received increasing attention worldwide, with high rates of verbal, threatening, physical, and property violence in schools. Teacher-directed violence contributes to poor mental and physical health, high rates of turnover, and diminished student achievement. Despite these findings, there is a dearth of research on violence experienced by paraprofessionals who play key roles in supporting students with the greatest learning and behavioral needs in schools. Using a sample of 1993 paraprofessionals, this study is one of the first to investigate paraprofessionals' experiences of violence in school settings. We found that the rate of student violence against paraprofessionals was 37% for property offenses, 49.5% for physical violence, and 54% for verbal and threatening violence. Further, we employed a socio-ecological model of individual, classroom, school, and community factors to predict paraprofessional experiences of violence from students in schools. Negative binomial regression results revealed that student-staff relationship problems and student behavioral concerns were positively related to verbal and threatening, physical, and property violence against paraprofessionals. Paraprofessionals working in elementary schools were more likely to report physical violence compared to those working in middle or high school settings. Implications for research and educational practice are also presented.

Evaluating the effectiveness of the education program developed for the empowerment of new graduate nurses: A randomized controlled trial.

To evaluate the effectiveness of the education program developed based on the structural empowerment (SE) and psychological empowerment (PE) theories and flipped classroom model for the empowerment of new graduate nurses (NGNs). Single-center, parallel-group, randomized controlled trial. The study was conducted between June 2021 and September 2023 in two phases: developing the education program to empower NGNs and evaluating its effectiveness. An education program consisting of two parts, online and face-to-face, was developed. The online part consists of eight modules implemented for two weeks. The face-to-face part was implemented for two days and included the in-class activities. NGNs were randomly assigned to the intervention group (n: 32) and control group (n: 32). An education program was applied to the intervention group, whereas the control group continued their routine orientation program. A range of outcome measures of SE, PE, and education programs' effectiveness were evaluated. Data were analyzed using descriptive, chi-squared, and t-tests. The study determined that the intervention and control groups showed homogeneous distribution in the pretest. A statistically significant difference was identified between the intervention and control groups regarding the mean scores of PE and SE three months following the implementation of the education program, and the total mean score of the intervention group was higher. The education program developed to empower NGNs was a highly effective intervention in increasing nurses' perceptions of SE and PE. There is a need to carry out studies and activities to disseminate this program. The findings of this study will guide educators, researchers, and administrators in future strategies and innovative programs for empowering NGNs.

Innovative Pedagogy: Revealing Secondary Physical Science Teachers’ Perspectives on the Opportunities and Challenges of the Flipped Classroom Model During Times of Crisis

Since its introduction in 2006, the flipped classroom model has notably impacted grade 12 science education in South Africa, offering a shift from traditional teaching methods. This phenomenological qualitative study examines the challenges and opportunities of the flipped classroom model in crisis-prone educational settings through semi-structured interviews with 10 grade 12 physical science educators. The findings reveal the model’s potential to enhance student engagement and foster innovative teaching practices but also highlight significant obstacles such as limited technology access, inadequate training, and socio-economic disparities affecting student participation. Technological barriers, including file size limitations and insufficient digital infrastructure, further hinder effective implementation. The study underscores the need for continuous professional development and robust support systems, advocating for a balanced approach that combines technological and non-technological resources. It emphasises the transformative potential of the flipped classroom model and calls for targeted interventions to address these challenges, aiming to improve educational practices and outcomes in diverse and challenging environments.

The Influence of Flipped Classroom on Students’ Achievement in Secondary School Geography

This study investigates the impact of the flipped classroom model on students' academic achievement in geography. The flipped classroom, characterized by pre-class learning through digital resources and in-class interactive activities, challenges traditional instructional methods by emphasizing active learning and student-centred approaches. This paper examines how implementing this model affects student engagement, conceptual understanding, and overall performance in geography. The findings suggest that flipped classrooms can significantly enhance learning outcomes in geography when appropriately integrated into the school curriculum. The study also highlights potential challenges, such as resource accessibility and teacher preparedness, and proposes strategies to address these barriers.