“The Flipped Classroom” and Khan Academy video-lecture-based educational reform discussed by The Economist magazine, MSNBC, Salman Khan, and Frank Noschese

2011 ◽  
Vol 49 (8) ◽  
pp. 526-526 ◽  
Keyword(s):  
Educational Reform ◽  
Flipped Classroom ◽  
Video Lecture ◽  
Khan Academy

scholarly journals An Analysis of the Application of Flipped Classroom in Junior Middle School Reading Teaching

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Xia Li
Keyword(s):  
United States ◽  
Information Technology ◽  
Systematic Study ◽  
Flipped Classroom ◽  
The United States ◽  
Middle School Reading ◽  
English Reading ◽  
Chinese Scholars ◽  
Khan Academy ◽  
Reading Teaching

With the rise of the khan academy in the United States in 2011 and the MOOC, which introduced the foundation and implementation of overseas research, Chinese scholars began to attach importance to the systematic study of flipped classroom. While turning the classroom has been popular in some schools in 2007, before 2011, few people pay attention to the classroom. After 2013, the research about flipped classroom is much more obvious, and the application in the specific subjects also increased, for example, mathematics, Chinese, information technology, physics, and so on, but there still have little research on English reading. In this thesis, the author tries to apply flipped classroom in English reading teaching, exploring the combination of flipped classroom and reading teaching.

scholarly journals Video Lectures in eLearning

2015 ◽  
pp. 115-134 ◽  
Author(s):  
Norma I. Scagnoli ◽  
Anne McKinney ◽  
Jill Moore-Reynen
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Secondary Data ◽  
Hybrid Courses ◽  
Video Lectures ◽  
Short Video ◽  
The Creation ◽  
Khan Academy ◽  
Video Presentations ◽  
Regular Practice

Video presentations, also referred to as mini-lectures, micro-lectures, or simply video lectures, are becoming more prominent among the strategies used in hybrid or fully online teaching. Either interested in imitating a Khan Academy style of presenting content or responding to other pedagogical or administrative needs, there are more instructors now considering the creation of short video lectures for their courses than before. This chapter examines the use of video lectures in online and hybrid courses, describes the design and application of them in graduate and undergraduate courses, and analyzes primary and secondary data results to expose strengths, weaknesses, opportunities, and challenges experienced in the development and implementation of this technique. The use of short video lectures is a regular practice in MOOCs and has the potential of becoming a successful practice, especially with the expansion of new approaches such as the flipped classroom.

Flipped Classroom As a Millenial Teaching Model

2019 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Irnin Agustina Dwi Astuti ◽  
Yoga Budi Bhakti ◽  
Ria Asep Sumarni ◽  
Dwi Sulisworo ◽  
Moh. Toifur
Keyword(s):  
Literature Review ◽  
Flipped Classroom ◽  
Student Feedback ◽  
Learning Activities ◽  
The Internet ◽  
Teaching Model ◽  
Digital Resources ◽  
Video Lecture ◽  
Hands On ◽  
To Come

This study is a literature review. The flipped classroom is the latest pedagogical model that has the potential to change the current traditional way of teaching. Flipped classroom emphasizes on learning activities that promote critical thinking and motivation among the students with the assistance of technology. The flipped classroom allows educators to move from ‘the sage on the stage’ to ‘the guide on the side. The basic and simplest form of flipped classroom is students are expected to watch digital resources prior to class. The students are then required to come prepared for class and perform hands-on activities that are related to the digital resources. The digital resources can be in any form such as video, audio or the internet. This allows teachers to spend more time with their students to carry out in class activities and allow immediate response to students’ needs. Student feedback on this pedagogy was generally very positive with many respondents considering it effective and helpful for learning. One of the biggest advantages mentioned by students is that they had the option to watch each video lecture as many times as required to be prepared for class.

Using Khan Academy Videos in Flipped Classroom Mode to Bolster Calculus Skills in Soil Physics Courses

2016 ◽  
Vol 45 (1) ◽  
pp. nse2016.04.0008 ◽  
Author(s):  
David E. Radcliffe ◽  
Thorsten Knappenberger ◽  
Aaron L.M. Daigh
Keyword(s):  
Flipped Classroom ◽  
Soil Physics ◽  
Physics Courses ◽  
Khan Academy

scholarly journals A Model Curriculum for Flipping an Allied Health Microbiology Course

2020 ◽  
Vol 82 (9) ◽  
pp. 633-637
Author(s):  
Alexander Wolf
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Flipped Classroom ◽  
Allied Health ◽  
Higher Order ◽  
Model Curriculum ◽  
Learning Modules ◽  
Video Lecture ◽  
Comprehensive Curriculum

The flipped classroom model is increasingly popular in higher education, due to a number of potential advantages. Students gain the ability to customize their learning by interacting with classroom concepts on their own schedule. By moving some content out of the classroom, instructors gain the ability to free up time for more active-learning exercises and to concentrate on higher-order levels of learning. This article describes a comprehensive curriculum for flipping an allied health microbiology course, including tips for video lecture content and for active-learning modules that can be used in the classroom.

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