Pre-class Activities Research Articles

Peer instruction in chemistry classes: systematic review on contributions and possibilities

This work provides a mapping of studies concerning Peer Instruction (PI) in the teaching of chemistry. To this end, a systematic review was undertaken of how PI has been implemented and investigated in chemistry classes, as well as the impact of PI on the learning outcomes of students. The review covers the period from 1991 to 2022. The reported studies were mainly conducted at higher education institutions, at public universities in England, Turkey, the USA, and Brazil. In chemistry courses, the PI method was implemented in subareas such as general chemistry, physical chemistry, and analytical chemistry. Some studies adapted PI to online courses, while others compared different types of peer groups and investigated the influence of different factors on PI, such as pre-class reading and showing live voting results. The effectiveness of PI varied depending on the way it was implemented, such as in peer grouping, online activities, or presential classes. The outcomes of PI in chemistry classes have mainly been monitored by means of the perceptions of the students, with performance in answering conceptual questions frequently being used as an assessment tool. This review found only a few studies concerning PI in chemistry, particularly in high school chemistry classes. Additionally, pre-class activities were not widely employed. Most of the articles utilized quantitative analysis and indicated positive outcomes for the learning process.

Reimagining Learner Engagement Through Flipped Classrooms in the Post COVID-19 Era

The post-COVID-19 era gave rise to the emergence of innovative teaching and learning strategies, which, among others, included flipped classrooms. This article sought to determine whether flipped classrooms are beneficial when online learning material is distributed prior the commencement of the class. Piaget’s (1986) Constructivist Learning Theory underpinned this inquiry. Constructivism is an approach to education that holds that people actively generate their own knowledge and that reality is shaped by the learner's experiences. The interpretive paradigm and a qualitative approach were utilized to collect information through semi-structured interviews with twelve conveniently selected grade 10 teachers. Using a case study design, the researcher could investigate the phenomenon in detail. Findings, which ensued from thematically analysed data, indicated that learners benefit most from pre-class activities as they offer increased participation opportunities as learners engage in discussions in their native languages. Thus, discussions and modelling tasks during in-class activities are learner-centred, with the development of paraphrasing skills, which promote good essay writing skills with minimum plagiarism effects. The author, therefore, recommends that Teachers require ongoing professional development in applying flipped classrooms using advanced learner-centred technological pedagogies, which promote maximum participation in the learning environment.

Flipped Classrooms Implementation in Rural Area

This study explored the challenges in implementing flipped classrooms learning in English language teaching and learning activity in Banjar Agung. An English language teacher and two seventh graders are interviewed in this study. Data were gathered by utilized interviews and observation. Data were analyzed by triangulation. This study revealed that the main challenges in implementing flipped classrooms are limited or out of quota cellular and internet signals that might be lost during pre-class activity. The study also revealed that the English language teacher was seldom to send or provide pre-class learning materials to their students.

Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom

This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students’ perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students’ perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students’ satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience.

Teaching clinical anatomy to medical students by flipped classroom.

Background We aimed to introduce the flipped classroom approach for teaching clinical anatomy and to assess its perception and feasibility among medical undergraduate students. Methods Our study included 151 MBBS students of the first professional. We took written informed consent after the study was approved by the Ethics Committee. Selected topics of clinical anatomy were taught using the flipped classroom (FCR) method. It involved pre-class, in-class and post-class activities. In pre-class activity, pre-reading material was given to the students 1 week before the class. An assignment was given 2 days before the class in the form of solving multiple- choice questions, drawing well-labelled diagrams, etc. In- class activity included a pre-test followed by a discussion of the topic in the form of problem-based questions in the class on the principle of Think-Pair-Share. Post-class activity included summarization of the topic by students in the form of a group activity followed by a feedback session. Feedback was collected using a pre-validated feedback questionnaire on Google forms. Data collected were analysed using SPSS 21.0 and Microsoft office 2010. The response to close-ended questions was expressed as percentage. Open-ended questions were analysed by grouping of qualitative responses. Results We found FCR to be a feasible, interesting and necessary pedagogical tool for medical education. Most students (95%) agreed that FCR is a useful technique for better understanding of clinical anatomy. They learnt better from FCR than other teaching methods and their in-depth understanding of the topic improved with FCR. Conclusion FCR is an established teaching-learning tool but it needs to be implemented in undergraduate teaching of clinical anatomy for better understanding of the topics. Didactic lectures do not touch upon clinical correlations in a case-based manner, which can be easily discussed in FCR.

Using Simulations and Screencasts in Online Preclass Activities to Support Student Building of Mental Models

As online learning and flipped classes become more important in chemistry instruction, the development of learning materials that can be used to support students’ independent learning of conceptual chemistry content is critical. This paper summarizes the key findings from an eight-year investigation of effective practices for using simulations in preclass introductions to core chemistry concepts with a focus on supporting students’ development of particulate-level models. Student learning gains for six core chemistry concepts were compared for students’ independent use of a simulation using scaffolded instructions versus students’ viewing a screencast of instructors modeling the use of the simulation to answer a series of questions. Though both approaches resulted in student learning gains and provided a solid foundation for subsequent instruction, the screencast approach provided additional benefits. These included avoiding potential simulation limitations and the ability to add instructional content to support student learning. Additionally, studying many iterations of assignments for several different topics yielded an assignment design framework that provides guidelines for instructors looking to create or use simulation-based preclass activities in the classroom to support student learning.

Digital Divide Affects Oral and Dental Health Students’ Preferences during COVID-19 Outbreak: A Comparison of Distance and Face-to-face Education

Objective The digital divide is the gap between those who can access and use digital media and those who do not have easy access to it. Distance education started in dentistry education and all activities and applications conducted online during COVID-19 outbreak. However, the possible effects of the digital divide on learning processes were ignored in this process. This study aims to investigate how the digital divide effects disadvantaged dental health students’ preferences during COVID-19. Method We used a mixed method to investigate the results of the Likert-type items and open-ended questions. The study group who requires clinical training and has difficulties reaching the Internet and personal devices was selected as Oral and Dental Health students to investigate their preferences and opinions towards distance education and face-to-face education. Results The results showed the students, who require clinical skills in their education and are disadvantaged in terms of Internet and computer access, cannot embrace distance education. They are worried about finding a job after graduation due to the limited application of clinical skills. The most important positive aspect of distance education that its contribution to a feeling of safety and contributions to students’ economic situation. The most negative aspects of distance education are its difficulties for disadvantaged students and its limitations for clinical applications. Students suggested that interactions in synchronous lectures and the use of visual demonstrations should be increased. Conclusion In possible future pandemic and lockdown situations, educational institutions need to identify the digital divide between their students. Distance education requires good planning, training of instructors, and distribution of pre-class activities or offline materials for the students who have difficulties reaching Internet and computer access.

Reinventing teaching pedagogy: the benefits of quiz-enhanced flipped classroom model on students' learning outcomes and engagement

PurposeThe flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.Design/methodology/approachThe study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.FindingsThe 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.Practical implicationsEmbedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).Originality/valueThis research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.

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.

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.

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.

Effects of flipped language classrooms on learning outcomes in higher education: A Bayesian meta-analysis

Despite accumulated evidence demonstrating the effectiveness of flipped language classrooms in higher education, there is no quantitative examination of the extant empirical studies to draw a general conclusion. Based on Bayesian methodologies and 26 effect sizes, this study quantitatively examines empirical studies that investigated flipped language classrooms’ effects on learning outcomes in higher education. Our results indicate a large overall effect in favour of the effectiveness of flipped language classrooms. Subgroup analyses indicated that intervention duration, target languages, outcome types, allocation, and school locations were significantly related to the variability in language learning outcomes. A low risk of publication bias was identified. This study concluded that the flipped language classroom was a promising pedagogical approach to promoting language learning. Findings provided insights into an evidence-informed application of flipped language classrooms, for example: (1) sufficient face-to-face time to maximise the effectiveness of flipped language classrooms; (2) making flipped design adjustments based on student responses during long-term intervention; (3) giving students pre-training of flipped language classrooms and showing them the underlying benefits; (4) flipping basic contents of language learning and teaching complex contents face-to-face; and (5) adopting scaffolding strategies like code-switching to scaffold lower achievers. Implications for practice or policy: Instructors should flip writing and speaking courses with enough face-to-face time and technical support being provided to students. Instructors should consider time variance’s effects on learning performance and seek ways to maintain learners’ interest. Instructors should pre-train learners of flipped learning before implementation. Instructors should include practices, quizzes, and asynchronous online interaction tools in pre-class activities to check learners’ understandings and promote interaction and feedback provision.

Exploration and Research on the Mixed Mode Curriculum of “Competition, Training and Teaching”

In response to the many problems encountered in the teaching of the “SSM Framework” course, a project-driven hybrid teaching model is proposed. The reform integrates “Competition, Training and Teaching” into one, utilizes online teaching platforms to arrange pre-class activities, carry out interactive teaching in class, and improve post-class practice. In teaching, the roles of teachers and students should be exchanged to fully mobilize students’ learning initiative and cultivate their ability to solve and analyze problems. In the assessment, a process evaluation mechanism is introduced to incorporate project construction into the assessment scope and improve practical application capabilities. The practical results indicate that the application of the new model in curriculum significantly enhances students’ learning interest and practical abilities, which is feasible for promotion.

The effects of microlearning-supported flipped classroom on pre-service teachers' learning performance, motivation and engagement.

Flipped classroom (FC) has recently attracted researchers' interest in teacher education thanks to its potential for promoting pre-service teachers' (PTs) professional development. However, some of major issues are the lack of interactivity, disengagement, and amotivation of PTs for pre-class activities due to poor online instruction design. This explanatory sequential mixed study explores the effects of the microlearning-supported FC on PTs' learning performance for professional development, motivation, and engagement. A total of 128 PTs participated in this study from a university in Turkey. In the quantitative phase, a quasi-experimental pretest-posttest design was conducted and the treatment lasted for 14 weeks. The PTs were divided into two experimental groups and one control groups using random sampling technique. In first experimental group (m-FC, n = 43), the participants learned with microlearning-supported (by using a-bit sized learning chunks outside the classroom) FC model. In the second experimental group (t-FC, n = 39), the participants learned with traditional FC model. A control group (non-FC, n = 46) was not taught using FC model and teacher-centered approach was adopted in this group. The findings indicated that FC model (in both experimental groups) increased learning performance, intrinsic motivation, emotional, and behavioral engagement compared to a group that was not used to FC. Moreover, m-FC group had better intrinsic motivation and engagement than both t-FC and non-FC groups. Semi-structured interviews showed that two major themes emerged regarding benefits and challenges of microlearning-supported FC. Most of PTs had positive perceptions that it enhances the willingness to participate in pre-class activities. The implications for teacher education, recommendations and directions for further studies were also discussed.

The Effects of Student-Engaged Video Lectures on Motivation for Sustainable Flipped Learning

Flipped learning has a metacognitive effect on learning and knowledge and cultivates students’ active and subjective attitudes toward participatory lessons. This pedagogical model is a specific type of blended learning that frees up classroom time for interaction and higher-order activities. Recent research on flipped learning tends to focus on its educational effects and operational methods. However, no studies have considered the types of video lectures that should be developed or how to encourage students’ engagement in pre-class activities. If students do not watch the video lecture beforehand, the effects of the flipped learning class may be restricted. Therefore, for flipped learning to be sustainable, instructors should encourage students to watch the video lecture before class. In this study, we aimed to determine whether videos that engage students affect students’ motivation more than videos produced by instructors alone. Fifty-two students studying ”Basic Hindi I” provided their consent to participate in the study. Questionnaire surveys were conducted before and after midterm exams, using video lecture type and students’ grades as parameters. We examined the contributions and educational effects of flipped learning and sustainable language education on motivation. Our study’s methodology combines qualitative and quantitative approaches based on a mixed methods sequential explanatory design. We used the Instructional Materials Motivation Survey (IMMS) designed by Keller to investigate how students’ motivation is affected by different types of video lecture. Two focus group interviews were conducted to interpret the results of quantitative studies. The results show that a significant difference could not be obtained between the traditional video lecture (TVL) and student-engaged video lecture (SEVL). However, the SEVL made a slight difference in the attention variable regardless of students’ grades.

PROMOTING DOCTOR-PATIENT COMMUNICATION IN MEDICAL ENGLISH CLASSROOM THROUGH VIDEO AS PRE- ACTIVITY

The three learning stages in a Flipped classroom have allowed the teachers to provide videos by creating them themselves or downloading them from other resources. Through multimodality, the present study explores a video that is considered suitable to apply in the pre-class activity stage. The multi-track analysis was adapted to seek verbal and non-verbal elements of the video for flipped classroom process. The result indicated that the doctor's semantics and gestures depicted the patient-centered model. Although minor errors existed, they became an unseen flaw of the video. Furthermore, it is suggested that medical English teachers use the video as a pre-class activity to show the ideal model for teaching doctor-patient communication.

Combating learning loss: How do students engage cognitively and affectively in online-based academic activities?

During the pandemic, education faces the problem of learning loss, however online academic activities can assist. This research addresses cognitive and affective online-academic engagement. This quantitative research of 208 students at private universities in Jakarta uses an observational technique and an explanatory design. This study analyzes the measurement and structural model of the relationship between factors from the emotional intelligence aspects and self-regulated learning in the flipped classroom context. The research findings indicate that students' cognitive and affective engagement is on track, as determined by their task persistence which can be established through effort and performance evaluation when completing the assignment. Effort and evaluation begin with self-awareness as a foundation for orientation and commitment. This study paves the way for further investigation of other findings that indicate the need to allocate and optimize time during pre-class activities while educating and encouraging students' persistence. Without tremendous effort and evaluation on the part of students, time on task for work can result in low-quality performance. These findings could drive teachers to construct engaging lesson plans by incorporating emotional intelligence and self-regulated learning prior class.

The impact of the transition from flipped classroom to online lectures on learning outcomes and student satisfaction in a rehabilitation medicine clerkship during the COVID-19 pandemic

BackgroundThe flipped classroom (FC) is a well-known active learning module that activates the prior knowledge of students and promotes their cognitive skills during in-class activities. However, most on-site teaching during the COVID-19 pandemic had to be conducted online. The FC in our rehabilitation medicine clerkship curriculum was also shifted to online asynchronous lectures (OLs), without real-time interactions. There is no previous comparison of effectiveness between these two methods. Therefore, this study aimed to compare learning outcomes and student satisfaction in both FC and OL models.MethodsThe study design was a historically controlled study. A physical modality was chosen for the content. The FC group (n = 233), in the academic years 2018 and 2019, was assigned to perform a pre-class activity consisting of reading study materials. Thereafter, the in-class activity comprised a small-group case-based discussion. The OL group (n = 240) in the academic years 2020 and 2021 followed an online model during the COVID-19 lockdown. They were also asked to read the online materials and then watch a self-paced recorded lecture video on Learning Management Systems. The learning outcomes, including their multiple-choice questions (MCQs) scores, final exam scores, grade points, and letter grades, were evaluated. Their overall course satisfaction ratings were also collected.ResultsThe OL group had an overall higher MCQ score for the physical modality portion than the FC group (p = 0.047). The median (lower quartile, upper quartile) of the total 50-MCQ scores were 34 (31, 37) in the OL group and 33 (29, 36) in the FC group (p = 0.007). The median final exam scores of the OL and FC groups were 69.5 and 68.3, respectively (p = 0.026). The median grade points and the letter grades were not significantly different between the groups. The proportions of satisfaction were significantly higher in the FC group than in the OL group.ConclusionsThe OL group revealed significantly higher learning outcomes than the FC group. However, the FC group showed more satisfaction with interactivity than the OL group. The authors are of the view that a combination of both FC and OL methods will likely result in better outcomes.

Flipped classroom in ESP teaching and learning: An Activity Theory perspective


 Flipped classroom as an instructional approach has gained increasing attention in English language teaching and learning, including English for Specific Purposes (ESP). This article examined a cohort of Chinese university students’ experiences of learning News English (an ESP-oriented course) through pre-class micro-lesson videos as part of flipped classroom. The data included task sheets accompanying the micro-lesson videos prepared by the teachers as well as interviews with the students about their learning experiences, think-aloud sessions and learning diaries. Adopting an Activity Theory perspective, we were able to identify notable differences between the teacher-designed pre-class activity system and the activity system actually experienced by the students. The study also demonstrated the complicating effect of students’ critical thinking disposition on the dynamics of their micro-lesson learning. The findings are discussed in relation to ESP teacher development, in particular regarding the development of technological pedagogical content knowledge for effective design and delivery of flipped classroom.
 

블렌디드 러닝에서 대학생의 학습활동이 역량 및 전공수업 만족도에 미치는 영향

Objectives In this study, the university's teaching and learning outcomes are viewed as competency improvement and major class satisfaction. Since these are influenced by students' active class-related activities, this study compared the influence of students' active class-related activities and analyzed the relationship. Methods To this end, the relationship between class-related activities derived as outcomes was analyzed with a structural equation model for blended learning students at a University in Busan, a non-metropolitan area. Pre-class activities, team-based teaching methods, and active learning participation were set as class-related activities, and competency improvement and major class satisfaction were set as teaching and learning outcomes. Results In the analysis results, the direct effect of challenging learning activities on competency improvement was greater than that of active learning activities. The positive influence on major class satisfaction was the largest in the total effect of challenging learning activities, followed by the direct effect of class preparation, the direct effect of challenging learning experiences, and the indirect effect of challenging learning activities that mediated competency improvement. Conclusions Based on the results, it is necessary to consider class design capable of class preparation and expand experience in active learning activities, challenging learning activities, and cooperative learning activities to induce competency improvement through meaningful educational experience in blended learning.