Perception Of Flipped Learning Research Articles

Effectiveness of Flipped Learning and Teaching: Knowledge Retention and Students’ Perceptions

Aim/Purpose: This paper addresses the effectiveness of flipped learning and teaching as a didactic innovation in math instruction. We are interested in comparing traditional and flipped learning and teaching in terms of acquired knowledge and retention and students’ perceptions of flipped learning and teaching. Background: Traditional lessons, in which frontal instruction prevails, cannot sufficiently address all students, especially in more complex subjects where it is necessary to follow the didactic principle of learning differentiation and individualization. Flipped learning and teaching is a didactic innovation with a high potential for implementing the said didactic principle, as it can be adapted to the students’ needs to a greater extent. There is no single mode of implementation for flipped learning and teaching, which means that the effects depend largely on the specific learning activities, resulting in the fact that previous research does not report conclusive results. Thus, it is important to continue to examine this innovation to provide a better and more detailed understanding of it. Methodology: We present a study in which 13-year-old primary school students took part in a pedagogical experiment in mathematics instruction. In the control group (n = 26), lessons were taught in the traditional way, while in the experimental group (n = 26), lessons were taught according to the principle of flipped learning and teaching. After the experiment, the same posttest was administered to both groups to assess the students’ knowledge of the subject matter after the treatment. Another posttest was administered after three months to determine whether the knowledge acquired through flipped learning and teaching was permanent. All three tests consisted of 13 tasks, with the first 6 tasks relating to the perimeter of polygons and the second 6 tasks relating to the area of polygons. The last task focused on the perimeter and area of polygons. A short survey was also conducted to find out how the students in the experimental group perceived this didactic innovation in terms of motivation to learn, interest in the subject matter, level of knowledge acquired, and so forth. Contribution: Our research on flipped learning and teaching focusing on primary schools is significant as previous research on the topic has often been conducted on a sample of high school students and even more often on university students. Our particular contribution is the fact that we tested not only the students’ immediate knowledge after the intervention but also the retention of knowledge after a period of three months, which provides an additional perspective on the effectiveness of flipped learning and teaching. Findings: With this research, we have answered three research questions. First, we found that there are no statistically significant differences between the two groups in terms of acquired knowledge. Thus, we found that both the traditional approach and the flipped learning and teaching approach were equally successful in transferring knowledge to the students. In addition, we found that there were differences between the two groups in terms of retention of knowledge. The group taught with the flipped learning and teaching approach showed higher levels of knowledge retention than the group taught with the traditional approach. Finally, it was found that the students were quite satisfied with this approach and would like to see such innovations in the future. Recommendations for Practitioners: The results suggest better knowledge retention when using flipped teaching and learning, so based on our findings, we recommend teachers try this innovation in their classrooms. However, all innovation should be implemented with thorough consideration and gradually; thus, we believe that training courses on flipped learning and teaching should be organized for teachers to learn about this innovation, find out about its effectiveness, and reflect on how they can incorporate it into their own practice. Recommendation for Researchers: We recommend that research in the future focus more on primary school students, with particular attention to experimental design. We suggest that researchers focus on investigating the contribution of the different learning activities with the flipped instructional design to the overall effectiveness of the innovation. Impact on Society: The results of our research thus represent an important contribution to the field of pedagogy and general didactics at primary and lower secondary levels. Based on our findings on knowledge retention in the experimental group, we consider flipped learning and teaching to be an effective innovation that could contribute to a higher quality of teaching and, thus, to better student knowledge. Future Research: Future research would be important to determine which factor ensures a higher level of knowledge retention in a flipped learning and teaching approach than in a traditional learning and teaching approach. It would also be important to determine the effects of flipped learning and teaching in other subject matters in the mathematics classroom, in other age groups of students, and in other subjects in primary school.

Factors affecting students’ perception of flipped learning over time in a teacher training program

The flipped learning methodology could play a key role in teacher training, as it exposes future teachers to experience this active methodology as students. With the purpose of shedding light on how students' perceptions may vary over time and how they can be related to the improvement of the flipped learning methodology, our study explores different factors in an eight-year period. Specifically, we analyse teaching performance considering data on students' perceptions from the 2015–2016 academic year to 2022–2023 of a course embedded within a master s degree in teacher training in Spain. Once future teachers had experienced flipped learning as students, a sample of 338 completed a survey regarding their perceptions of the flipped classroom approach and the instructor role. In our study, the more experienced the instructor, the better perception the students showed on both the flipped learning methodology and the performance of their teacher. In particular, we found that future teachers had (i) a good or very good opinion about flipped learning, regardless of their gender (ii) a more positive perception about flipped learning, teaching performance and course development in the last five academic years, (iii) no remarkable differences between study specialisations in those last academic years, and (iv) a better opinion about the flipped learning model when they have best grades. We discuss our findings according to six factors that affect the flipped learning experience and, thus, students' perception of flipped learning over time: “student characteristics”, “teacher characteristics”, “implementation”, “task characteristics”, “out-of-class activities” and “in-class activities”—factors already unveiled by a recent state-of-the-art review to enhance the effectiveness of flipped classroom. We can conclude that the instructor's teaching experience is a key factor that affects the implementation of flipped learning, influencing students' perception and, consequently, the success of this active methodology.

The flipped learning perception scale: A validity and reliability study.

This study aims to develop a scale to determine preservice science teachers' perceptions of flipped learning. The present study uses the survey design, a quantitative research method. For content validity, the authors created an item pool of 144 items based on the literature. After being checked by experts, the item pool dropped to 49 items for the five-point Likert-type draft scale. The current study has preferred cluster sampling due to generalization concerns. The accessible population of the study is the preservice science teachers in Türkiye's provinces of Kayseri, Nevsehir, Nigde, Kırsehir, and Konya. We administered the draft scale to 490 preservice science teachers, which is the recommended 10 times the number of items. We also performed explanatory and confirmatory factor analyses to check the scale's construct validity. We ultimately obtained a four-factor structure with 43 items that explain 49.2% of the variance in scores and found the correlation between the criterion and draft scales to be greater than .70, thus ensuring criterion validity. We calculated Cronbach's alpha and composite reliability coefficients to check the reliability of the scale and determined the reliability coefficients for both the overall scale and the sub-factors to be greater than 0.70. As a result, we have obtained a scale consisting of 43 items and four dimensions that explains 49.2% of the variance. This data collection tool can be used by researchers and lecturers to determine preservice teachers' perceptions toward flipped learning.

Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education

This paper presents data from a study comparing student experience and attainment when teaching statistics using Traditional Teaching (TT) and Flipped Learning (FL) approaches on a Foundation level module at a UK university. A survey of students’ experience and perception of FL was conducted at the end of the year. The results showed that the students liked the flexibility of FL and believed that studying asynchronously encouraged them to improve their independent learning skill and motivated them to search for more information for the subject, a finding broadly supported by other studies (Price and Walker, 2021). However, what was surprising, is that students believed they learned ‘better’ with TT than with FL, a perception supported by student overall attainment data. The study concludes that careful considerations must be made to make FL effective. These include the student demographic and their mathematics competency, the module contents and difficulty level. Otherwise, the use of FL may reduce students’ engagement and academic performance in Maths at Foundation level.

Lecturers’ perceptions of flipped learning in higher education: A case study on flipped classroom implementation in Singapore Polytechnic

Higher education institutions have adopted flipped learning in recent years, and it is worthwhile to examine how the users have perceived such a change. While many research studies focused on students as participants, this study examines the lecturers' perception of flipped learning. Findings in the study showed that both lecturers’ perceived student behaviour and instructional consideration had a significant and positive effect on student learning. The study also attempted to examine whether lecturers’ experience in flipped learning would moderate instructional consideration and student learning. Results showed that lecturers’ experience in flipped learning had no influence on instructional consideration and student learning.

Toward a 5E-Based Flipped Classroom Model for Teaching Computational Thinking in Elementary School: Effects on Student Computational Thinking and Problem-Solving Performance

Computational thinking (CT) has attracted significant interest among many educators around the globe. Despite this growing interest, research on CT and programming education in elementary school remains at an initial stage. Many relevant studies have adopted only one type of method to assess students’ CT, which may lead to an incomplete view of student development on CT, while other studies employed small sample sizes, which may increase the chance of assuming a false premise to be true. Moreover, conventional programming courses typically have two limitations (e.g., limited student active learning and student low engagement). Given these gaps, this study investigates the effects of a theory-based (5E framework) flipped classroom model (FCM) on elementary school students’ understanding of CT concepts, computational problem-solving performance, and perceptions of flipped learning. To achieve this, a pretest-posttest quasi-experimental study was conducted in a rural elementary school, including 125 students in the experimental group and 122 students in the control group. The results showed that the 5E-based FCM significantly improved student understanding of CT concepts and computational problem-solving abilities. The results also revealed positive student perception toward the FCM. The benefits and challenges of the 5E-based FCM are discussed.

Exploring the Students’ Response of Flipped Learning through Social Networking Sites (SNSs)

Flipped learning has developed a particular approach that facilitates the students to acquire new knowledge outside the classroom. In this digital era, it grows as technology does. MALL (Mobile Assisted Language Learning) has a vital role in supporting English language teaching implementation. It has several applications, which can be a tool to teach English. One of the applications is using Social Networking Sites (SNSs), which the students have a high interest in using it in daily life. The research is a case study that aims to investigate the students' perception of flipped learning through Social Networking Sites (SNSs) to develop their writing ability. The participants of the research are 30 English department students in the second semester. There are ten men and 20 women in the class. The data collection was from an interview and a Technology Acceptance Model (TAM) questionnaire. This research indicates that the students have more ideas to write, and they can collaborate with their friends in writing through Social Networking Sites (SNSs). The result shows that the flipped classroom's implementation through SNSs is an alternative way for teachers to facilitate the learning of EFL writing in this digital era.

The Effects of Flipped Learning on College Students’ Vocabulary Learning

The purpose of the study is to examine the effects of flipped learning in a college ESP class in terms of students’ vocabulary learning and the students’ perceptions of flipped learning. For data collection, 60 seniors of K junior college participated in a flipped learning English class for one semester. The control group was taught by the traditional lecture-based method and the experimental group was taught through the method of flipped learning. A pre-vocabulary test, a post-vocabulary test, and a delayed-vocabulary test were conducted to measure students’ vocabulary knowledge in terms of Nation’s (2013) three dimensions; form, meaning, and use. Then, the students were given a survey questionnaire with open-ended questions. The findings show that there was a significant difference between the vocabulary tests, indicating positive effects of flipped learning classes on vocabulary learning. Flipped learning was more effective to help students learn and memorize the form and meaning of vocabulary than use. The survey results show that students were satisfied with the flipped learning class due to the online visual materials and the collaborative activities in class despite the learners’ burden of having to watch the preview video regularly.

Student teachers’ perceptions of flipped learning in music education

Student teachers’ perceptions of flipped learning in music education

Student teachers’ perceptions of flipped learning in music education

Student teachers’ perceptions of flipped learning in music education

예비음악교사의 플립 러닝에 대한 인식 및 교육적 활용가능성에 관한 연구

The purpose of this study was to investigate student teachers’ perception and educational applicability of flipped learning in music education. In this study, the following questions were addressed: (1) what are the student teachers’ perceptions of flipped learning in music education? (2) How do the student teachers understand the flipped learning regarding pedagogical effects? (3) What is the educational applicability of flipped learning that the student teachers think? Using the convenience sampling, two universities and two graduate schools of education in Seoul were selected. From the t-test and one-way ANOVA analyses (n=70), the findings revealed that the student teachers had positive perspectives on using flipped learning in music education. They believed the positive influence or effects of flipped learning in music education on various dependent variables, such as students’ academic achievement, motivation, and attitudes. The student teachers would like to utilize the flipped learning in their future classrooms albeit possible problems. This study suggested that a useful area of future research might be to investigate in-service music teachers’ perspectives on flipped learning. Further studies also might be conducted with pre- and/or in-service music teachers of a different demographic, various other cultures, or applied to another research site. Moreover, this study suggested that music educators, school administrators, public agencies, and institutions need to design professional development workshops focused on flipped learning in music education.

Improving Korean Students’ Participation in a Flipped English Writing Classroom

Flipped learning is a process-oriented learning approach. As a type of blended learning, a flipped learning approach is often composed of online student learning materials provided by the teacher prior to the main task and offline class time to complete the task. The purpose of this study is to present ways to teach genre-specific writing in an English writing class through the practice of telling stories and the use of a digitized game called ‘Pencil Madness.’ In doing so, the study also examines South Korean university students’ perception of flipped learning and their understanding of genre-specific concepts taught by the instructor. Findings from collected data from students’ semi-structured interviews, writing grades, and questionnaires, show that game-based flipped learning promoted a positive learning environment, helped minimize students’ reticence and fear towards using English, and allowed them to identify specific areas of learning that required more practice. A few pedagogical implications for teaching are discussed.

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

Objective: The discrepancy between observed and suggested levels of physical activity among adolescents urges society to obtain more knowledge and insight into how physical education (PE) in school can be beneficial for all individuals. The purpose of the present study was to examine the perceptions of adolescents of a flipped learning (FL) framework, applied to enhance student motivation and learning in PE. Methods: Ten students, from 13 to 17 years of age, were recruited from one secondary school and one upper secondary school from two different counties in Norway during the spring of 2016. The data were generated using semi-structured interviews, reduced, analysed and interpreted by constructivist grounded theory and stepwise-deductive induction traditions through constructivist and situated learning lenses. Results: It was demonstrated that the video format is preferred as preparation material over text material, that instructions on class activities are preferably given in the preparation material and not in class, and that the students did not report any negative aspects of FL. The students showed a positive perception of preparing for PE classes if the preparation material is in the form of a video, and if it has a clear connection to the upcoming class content and outcome aim(s). FL has a positive effect on student understanding and learning in PE, and FL produces a positive change in how students value PE. Conclusion: A clearly positive perception of FL in PE was demonstrated. FL seems to facilitate deep learning in PE, facilitated by motivation, knowledge, and the nature of the learning framework.

Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review.

When educators adopt flipped learning in their courses, online sources are assigned for students to study prior to class, and then the class period is devoted to face-to-face (F2F) interactions. The aims of this systematic review were to evaluate published research on the effectiveness of flipped learning for dental students' learning and on dental students' perceptions of the model and to report the results based on the first two phases of Kirkpatrick's model: reaction and learning. A systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA-P) was performed. Articles in which the objective was to determine the effectiveness of students' learning or students' perceptions of flipped learning in both dental and advanced dental education were collected. The Risk of Bias of the included studies was assessed using the MINORS Grading of Recommendations Assessment, Development, and Evaluation (GRADE) Summary of Findings table. The authors screened the title and abstract of 650 studies; after application of inclusion criteria, eight articles remained for analysis. In those studies, a total of 572 dental students were participants. The effectiveness of flipped learning and conventional lectures was compared in five of the eight studies; three of the studies compared students' perceptions of flipped learning and the conventional format; and four of the studies assessed students' perceptions of flipped learning without comparison to another methodology. The findings suggest that flipped learning was an effective way to deliver knowledge in these eight studies. Time flexibility was a particular asset found in this review since flipped learning allowed each student to assimilate the educational material at her or his own pace.

중학교 과학 ‘광합성’ 단원에서 거꾸로 수업의 효과1)

In this study, the effect of the flipped learning on the science achievement and science learning motivation, and perception of flipped learning were examined in ‘photosynthesis’ unit of middle school science. In the class of

The Flipped Classroom Enhances Students’ Speaking Skills

This research focused on the influence of a flipped classroom model on learners’ English-speaking skills. The participants of the study were 38 students at the second secondary stage in an experimental school in Cairo. The instruments used were: (1) A checklist of the targeted speaking skills for second year secondary school students as described in the curricula objectives. (2) pre-and post-tests of oral presentations on specified topics, (3) The rubric for measuring the students’ English Oral Performance, (3) A questionnaire of students’ perceptions of flipped learning, (4) In- class observations by the researcher, (5) Interviews with a random sample of study participants to elicit their views on the flipped classroom experience after its implementation. Qualitative methods were used in analyzing collected data. The six tested items: accuracy, comprehensibility and pronunciation, fluency, comprehension, content and maturity of the language have improved. The results showed noticeable progress in students’ fluency of ideas and interaction as a result of the resources, the links, the videos the teacher provided to students before class time, and the interaction and feedback they received during class and the on line material that was made accessible to them, which highlights the effectiveness of the flipped classroom in enhancing students’ spoken language. Moreover, students’ attitudes towards the flipped classroom showed moderate to high satisfaction rates.

Flipping Perceptions, Engagements and Realities: A Case Study

Flipped learning is considered as an active and constructivist teaching and learning approach to enhance the learning experience of both students and teachers. This research, conducted within the framework proposed by Jonathan Bergmann, explores the students’ as well as teachers’ perception of flipped learning. The study uses both quantitative and qualitative methods to collect data from the respondents. Separate questionnaires were used to collect the information from teachers and students, and a structured interview was conducted with teachers. Total of 56 students and 14 teachers from an undergraduate business program participated in this study, and all the respondents had experience in flipped learning. Results show both the students and teachers hold a positive perception towards flipped approach, and they consider this approach as an innovative way of teaching and learning. Study also identified the factors affecting the effectiveness of flipped classrooms and provides necessary recommendations for its successful implementation.

The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers

This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students’ perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait’s Public Authority for Applied Education and Training (PAAET).
 
 This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students’ perceptions of flipped learning.
 
 Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that the approach had a unique set of affordances and constraints. Findings suggest that FL may be a promising approach to enhance student-teachers’ learning in educational technology courses. The study provides insight into opportunities for further studies.

Experiences of medical teachers in flipped learning for medical students: a phenomenological study.

PurposeThe purpose of this study was to explore the experience of medical teachers in the process of adapting flipped learning method through a phenomenological approach.MethodsSemi-structured interviews with five medical teachers from two medical colleges and one medical school were conducted in December, 2017. Data analysis was done according to Colaizzi’s descriptive phenomenological methodology.ResultsA total of 160 unique significant statements were extracted. These statements generated 17 formulated meanings that were categorized into seven theme clusters and four theme categories. Main themes were: (1) teacher with high levels of passion and motivation; (2) hurdles of flipped learning: students were still passive, struggling in preparing for flipped learning; (3) positive changes from flipped learning: changes to classroom environment and teachers’ reflection through experience; and (4) challenges of flipped learning: remaining tasks for teachers, expansion of flipped learning.ConclusionThrough phenomenological approach, researchers were able to elucidate categories about the experience of medical teachers when attempting flipped learning. Although medical teachers did not have the exact same idea on how flipped learning was conducted and implemented, the perception of flipped learning, or difficulties in class activities, they were still wondering how they could teach students well. This study might draw more attention to flipped learning and stimulate educational and institutional supports to improve teaching and learning in medical schools.

플립드 러닝에 대한 인식 및 활성화 방안 연구

Many studies have been conducted for a relatively short period of time since the introduction of flipped learning in the country. However, most research focuses on the ways of flipped learning and its efficiency, hence, the perception of the teacher about flipped learning has not been studied yet. In this study, to investigate the teacher's perception of flipped learning, 1,038 teachers conducted the survey which consists of three areas such as their understandings of flipped learning, their using patterns and their expectations of flipped learning in the future. The results showed that teacher's understanding and using state of flipped learning was not that high. Also, they were very cautious of using flipped learning for their class. Based on the results, the activation plans of flipped Learning were also proposed.