Use of the flipped classroom instructional model in higher education: instructors’ perspectives

2016 ◽  
Vol 29 (2) ◽  
pp. 179-200 ◽  
Author(s):  
Taotao Long ◽  
John Cummins ◽  
Michael Waugh
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Instructional Model

scholarly journals Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution

2019 ◽  
Vol 8 (3) ◽  
pp. 118
Author(s):  
María Catalina Caro Torres ◽  
Diana Angélica Parra Pérez
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Education Institution ◽  
Instructional Model ◽  
Administrative Staff ◽  
Learning Program ◽  
Higher Education Institution ◽  
Positive Effects

This article presents the results of an exploratory study about the contributions of a blended English as a Foreign Language (EFL) learning program, with a flipped classroom instructional model, to the development of the listening and reading skills of academic and administrative staff of a higher education institution. The research followed a mixed method approach framed on variables such as the development of oral (listening) and written (reading) comprehension activities. The results present some contributions of the blended-flipped instructional model to the EFL teaching and learning processes, as well as to development of professors’ and administrative staff’s communicative competences in English. This study highlights how the combination of blended learning with a flipped classroom approach to proficiency program design opens new possibilities in the language learning instructional design field, and demonstrates the blended-flipped model’s positive effects on language learning. It is also novel in its proof of the effectiveness of creating a program based on the professional development needs of the University’s community of professors and administrative staff from various disciplines.

Totally Flipping Instruction Advantages, Alternative Models, and Challenges of a Flipped Classroom in K-12 and Higher Education

2021 ◽  
pp. 158-175
Author(s):  
Kelly M. Torres ◽  
Samantha Tackett ◽  
Meagan Caridad Arrastia-Chisholm ◽  
Jamie Landau
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Instructional Model ◽  
Academic Needs ◽  
Course Materials ◽  
Advantages And Disadvantages ◽  
Flipped Classrooms ◽  
K 12

The flipped classroom approach is becoming more widespread across K-12 and higher education classrooms. This blended learning instructional model has been found to be effective in engaging learners, creating active learning experiences, and providing students continual access to course materials. By completing these types of active learning experiences, students receive personalized learning opportunities that are more conducive to their academic needs. Through this instructional approach, educators are considered guides on the side instead of a sage on the stage. There are a vast array of advantages and disadvantages to integrating flipped classroom approaches. However, researchers have discovered that flipped classrooms are effective instructional methods that are well received by students but need to be designed carefully to ensure that learners review all required course materials prior to completing in-class activities.

scholarly journals Ubiquitous Flipped Classroom Instructional Model with Learning Process of Scientific to Enhance Problem-Solving skills for Higher Education (UFC-PS Model)

2018 ◽  
Vol 9 (1) ◽  
pp. 76 ◽  
Author(s):  
Ekkharin Srilaphat ◽  
Thada Jantakoon
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Learning Process ◽  
Scientific Inquiry ◽  
Flipped Classroom ◽  
Instructional Model ◽  
Review Of The Literature ◽  
Ubiquitous Learning ◽  
Problem Solving Skills ◽  
Ubiquitous Learning Environment

This research aimed at proposing an ubiquitous flipped classroom instructional model with learning process of scientific to enhance problem-solving skills for higher education (UFC-PS model). The UFC-PS model was developed based on the review of the literature, the expert’s interview and evaluated by five experts. The research results were found that the UFC-PS model consists of three components were (1) Ubiquitous Learning Environment, (2) Ubiquitous Scaffolding, and (3) flipped classroom through scientific inquiry. The experts also evaluated which step of the UFC-PS model was most suitable for the development of the respective aspects of problem-solving skills.

scholarly journals Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Lindsay P. Galway ◽  
Barbara Berry ◽  
Timothy Takaro
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Instructional Model ◽  
Santé Environnementale ◽  
Health Course ◽  
Using Data ◽  
Groupe De Discussion

The flipped classroom instructional model has emerged as an alternative to conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons learned from flipping the classroom more broadly. Post-course survey data indicate that students had generally positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research. Le modèle pédagogique de la classe inversée a émergé comme solution de rechange à l’enseignement traditionnel par cours magistraux qui a dominé l’éducation supérieure pendant des décennies. En 2013, une cohorte d’étudiants en santé publique aux cycles supérieurs a participé à un cours inversé sur la santé environnementale et professionnelle. Nous présentons la conception, la mise en œuvre et l’évaluation de ce cours. À l’aide de données recueillies par l’entremise d’un sondage après le cours, lors de séances de discussion en groupe et d’observation en classe, nous examinons les perceptions qu’ont les étudiants du modèle pédagogique de la classe inversée et résumons les leçons tirées qui sont pertinentes pour les cours inversés en général. Les données du sondage réalisé après le cours indiquent que les étudiants avaient des perceptions pour la plupart positives du modèle pédagogique de la classe inversée. Quatre thèmes principaux ont émergé des données du groupe de discussion relativement aux perceptions sur la classe inversée : mise en application des connaissances, diffusion du contenu, innovation et lien entre les composantes en ligne et en classe. Ces résultats sont prometteurs et suggèrent que cette approche devrait faire l’objet de plus de considération et de recherche.

THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL

2021 ◽  
Vol 10 (1) ◽  
pp. 56-67
Author(s):  
SANDA VEREŞ ◽  
ADRIAN-DANIEL MUNTEAN
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Learning Processes ◽  
High Time ◽  
Instructional Model ◽  
International Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Teaching Paradigm

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.

scholarly journals Online Higher Education: Beyond the Hype Cycle

2015 ◽  
Vol 29 (4) ◽  
pp. 135-154 ◽  
Author(s):  
Michael S. McPherson ◽  
Lawrence S. Bacow
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Flipped Classroom ◽  
College Level ◽  
Hype Cycle ◽  
Online Higher Education ◽  
Faculty And Administrators ◽  
Selective Schools ◽  
Start Ups

When two Silicon Valley start-ups, Coursera and Udacity, embarked in 2012 on a bold effort to supply college-level courses for free over the Internet to learners worldwide, the notion of the Massively Open Online Course (MOOC) captured the nation's attention. Although MOOCs are an interesting experiment with a role to play in the future of higher education, they are a surprisingly small part of the online higher education scene. We believe that online education, at least online education that begins to take full advantage of the interactivity offered by the web, is still in its infancy. We begin by sketching out the several faces of online learning—asynchronous, partially asynchronous, the flipped classroom, and others—as well as how the use of online education differs across the spectrum of higher education. We consider how the growth of online education will affect cost and convenience, student learning, and the role of faculty and administrators. We argue that spread of online education through higher education is likely to be slower than many commenters expect. We hope that online education will bring substantial benefits. But less-attractive outcomes are also possible if, for instance, legislators use the existence of online education as an excuse for sharp cuts in higher education budgets that lead to lower-quality education for many students, at the same time that richer, more-selective schools are using online education as one more weapon in the arms race dynamic that is driving costs higher.

scholarly journals Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education

2019 ◽  
pp. 304-324
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Flipped Classroom ◽  
Inquiry Learning ◽  
Learning Performance ◽  
Control Group ◽  
Inquiry Based Learning ◽  
Web Programming ◽  
Experimental Group ◽  
Engaging Student

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students’ communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student web-programming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students’ programming skills and code comprehension and help them learn more effectively with better learning achievements.

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