The Partially Flipped Classroom

2018 ◽  
Vol 45 (2) ◽  
pp. 154-157 ◽  
Author(s):  
Stephanie Burgoyne ◽  
Judy Eaton
Keyword(s):  
Flipped Classroom ◽  
The Other ◽  
Methods Course ◽  
Class Structure ◽  
Traditional Lecture ◽  
Large Classes ◽  
Classroom Techniques ◽  
Traditional Format ◽  
Flipped Classrooms ◽  
Junk Science

Flipped classrooms are gaining popularity, especially in psychology statistics courses. However, not all courses lend themselves to a fully flipped design, and some instructors might not want to commit to flipping every class. We tested the effectiveness of flipping just one component (a module on junk science) of a large methods course. We compared two sections, one in a traditional format ( n = 128) and the other in a flipped format ( n = 139), based on students’ academic performance and attitudes toward the class structure. Compared to students in the traditional lecture section, students in the flipped section performed significantly better on a quiz tied to the lecture content and rated their enjoyment of the exercise as higher. These findings demonstrate the utility of using partial flipped classroom techniques with large classes.

scholarly journals Penerapan Strategi Pembelajaran Flipped Classroom Sebagai Implementasi dari Blended Learning pada Pembelajaran di Masa Pandemi Covid-19 dI MI NU Miftahul Falah Undaan Tengah

2021 ◽  
Vol 3 (2) ◽  
pp. 115-130
Author(s):  
Elya Umi Hanik ◽  
Annisa Dita Ramadhani
Keyword(s):  
Data Collection ◽  
Blended Learning ◽  
Learning Strategies ◽  
Research Method ◽  
Flipped Classroom ◽  
Qualitative Method ◽  
Learning Strategy ◽  
The Other ◽  
Offline Learning ◽  
Flipped Classrooms

This study aims to determine the process of implementing learning strategies with flipped classrooms as the implementation of blended learning in learning during the Covid-19 pandemic at MI NU Miftahul Falah Undaan Tengah. The research method used is descriptive qualitative method by conducting interviews with class teachers. The learning process is carried out by combining online and offline learning with 50% online and 50% offline presentations. Students who do offline learning are divided into 2 stages, where 50% of the students leave on the first day, and the other 50% on the second day and so on. With data collection techniques in the form of interviews and documentation, the results of the study indicated that the learning carried out with the flipped classroom blended learning strategy had several advantages and obstacles. [Penelitian ini bertujuan untuk mengetahui proses penerapan strategi pembelajaran dengan flipped classroom sebagai implementasi dari blended learning pada pembelajaran di masa pandemi covid-19 di MI NU Miftahul Falah Undaan Tengah. Metode penelitian yang digunakan adalah metode kualitatif deskriptif dengan melakukan wawancara kepada guru kelas. Proses pembelajaran dilakukan dengan memadukan pembelajaran secara daring dan luring dengan presentasi 50% secara daring dan 50% secara luring. Peserta didik yang melakukan pembelajaran secara luring dibagi menjadi 2 tahapan, dimana 50% jumlah peserta didik berangkat pada hari pertama, dan 50% yang lain pada hari kedua dan seterusnya. Dengan teknik pengumpulan data berupa wawancara dan dokumentasi, hasil penelitian menunjukkan bahwa pembelajaran yang dilakukan dengan strategi flipped classroom blended learning ini terdapat beberapa keunggulan dan hambatan]

To Flip or Not to Flip?

2019 ◽  
pp. 17-37
Author(s):  
Ricardo Castedo ◽  
Lina M López ◽  
María Chiquito ◽  
José Daniel Cabrera Martín
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
The Other ◽  
First Year ◽  
Direct Impact ◽  
Traditional Lecture ◽  
Contrast Group ◽  
The Impact

The use of flipped classroom in higher education has increased in recent years, but there are still few quantitative data on student achievement. In this chapter, a flipped classroom methodology has been applied during two consecutive academic years in an engineering degree. During the first year, one group was taught with traditional lecture (used as contrast group) while the other used the flipped classroom. In the second year, both groups were taught with the flipped methodology. The main objectives were to measure the impact of learning focusing on possible gender differences and on active students to increase the students' involvement and to study how the students view this new experience. The results show that the developed methodology has a direct impact on learning improving the final grades and decreasing their dispersion. The students tend to attend more to class and to exams with this methodology.

scholarly journals Assessment of Student's Academic Achievement by Flipped Classroom Model and Traditional Lecture Method

2020 ◽  
Vol V (IV) ◽  
pp. 10-19
Author(s):  
Saira ◽  
Fouzia Ajmal ◽  
Muhammad Hafeez
Keyword(s):  
Academic Performance ◽  
Flipped Classroom ◽  
Statistical Approach ◽  
Test Analysis ◽  
Traditional Lecture ◽  
Academic Achievements ◽  
Lecture Method ◽  
New Learning ◽  
Flipped Classrooms ◽  
The Subject

Abstract: In recent years, a new learning approach called "Flipped classrooms model" has been stated as an effective way of learning. In this study, a statistical approach for the comparison of traditional lecture method and Flipped classrooms model has been performed for the academic performance of students in 6th and 7th semesters in the subject of Psychology. The study comprised of two semesters (32 weeks). The students in the 6th semester learned by traditional lecture method while in the 7th semester, students used the Flipped classroom model. The students and subject were the same in both the semesters. The statistical analysis showed that 7th semesters students learned by "Flipped classrooms model" achieved better academic performance than the 6th-semester students learned by traditional lecture method. The t-test analysis showed that the students learned by Flipped classroom model have effect size 3% more than academic achievements of students learned by traditional lecture method.

scholarly journals An Investigation of Students' Learning Achievement and Perception using Flipped Classroom in an Introductory Programming course: A Case Study of Thailand Higher Education

2019 ◽  
Vol 16 (5) ◽  
pp. 36-53 ◽  
Author(s):  
Jarutas Pattanaphanchai ◽  
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
High Rate ◽  
Learning Achievement ◽  
Traditional Lecture ◽  
Prince Of Songkla University ◽  
Programming Students ◽  
Information And Communication ◽  
Flipped Classrooms ◽  
Novice Programming

Computer programming is a difficult subject for most novice programming students which leads to a high rate of dropout or failure. Flipped classrooms have been increasingly used to teach programming students to practice their programming skills in the class based on their knowledge acquired from outside the classroom. This study investigated students’ learning achievement which was measured by their performance on a coding test and an exam. We compared students’ programming test scores of the traditional classroom in semester 1 of the academic year 2016 with the flipped classroom in semester 1 in 2017. In addition, we studied students’ perception of flipped classrooms in a structured programming course. The population of this study consisted of 69 second-year students of the Information and Communication Technology programme in the Faculty of Science, Prince of Songkla University, Thailand. The research instrument for investigating students’ perception of flipped classrooms was a questionnaire. Students were positive in their perception of flipped classrooms and agreed that in-class activities improved their understanding of concepts. Moreover, students in the flipped classroom environment had a significantly higher test score compared to students in a traditional lecture class.

scholarly journals Experiences Flipping an Undergraduate Advertising Course

2017 ◽  
Vol 8 (5) ◽  
pp. 1
Author(s):  
Robert Mark Rouwenhorst
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Real World ◽  
Flipped Classroom ◽  
Integrated Marketing ◽  
Traditional Lecture ◽  
Course Content ◽  
Marketing Education ◽  
Flipped Classrooms ◽  
And Control

This article discusses the positive outcomes of changing to a flipped classroom instructional approach and how creating a greater sense of influence and control for students in group projects can positively impact multiple measures of student performance and self-reported attitudes. Two sections completed the same readings and videos covering 13 course content modules. Rather than a traditional lecture-based course, most of the class time was used on experiential learning activities. Students worked with real-world clients to create advertising campaigns. One section completed research and pitched their ideas for a social media campaign to a franchise with over 50 restaurants. This section was seen as “low ownership” because students did not know if their ideas would be implemented. The second section created an integrated marketing campaign for an event on campus that drew over 400 attendees. This section is labelled as “high ownership” because the students felt more involved with their project as they imagined, created, and executed the advertising and organization for an event. Overall, most students in both sections preferred the flipped approach to traditional lecture. While the percent of videos watched and grades did not differ between the two sections, students in the high ownership section reported more interest in their project, were more likely to recommend keeping the flipped approach, were more likely to recommend the course to others, found the flipped classroom more interesting than lecture-only classes, and said they learned more using a flipped approach vs. a lecture-only class. These results demonstrate how flipped classrooms and experiential learning exercises with real-world results can improve marketing education.

scholarly journals Engineering Education through a Flipped Classroom Model

2018 ◽  
Author(s):  
David Wang ◽  
Adam Gomes
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Flipped Classroom ◽  
Core Curriculum ◽  
Engineering Students ◽  
Capstone Project ◽  
Variable Control ◽  
Flipped Classrooms ◽  
Comparison Of The Results ◽  
And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.  

scholarly journals Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

2017 ◽  
Vol 81 (4) ◽  
pp. 70 ◽  
Author(s):  
H. Glenn Anderson ◽  
Lisa Frazier ◽  
Stephanie L. Anderson ◽  
Robert Stanton ◽  
Chris Gillette ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Flipped Classroom ◽  
Traditional Lecture

Challenges to Overcome and Scaffolding to Build on

2019 ◽  
Vol 9 (3) ◽  
pp. 50-67
Author(s):  
Hao Yang ◽  
Zhiqiang Ma
Keyword(s):  
Teacher Perceptions ◽  
Flipped Classroom ◽  
Public University ◽  
Test Results ◽  
Learning Behavior ◽  
Long Term Effects ◽  
Exploratory Case Study ◽  
Flipped Classrooms

While current research on the flipped classroom generally focuses on test results and (or) student/teacher perceptions as a measurement of its pedagogical efficacy, students' adaptation to it and the essential conditions for its application are rarely explored. This exploratory case study aims to rectify this by examining how university students adapted to flipped classrooms implemented in a public university in East China. The findings suggest that while the flipped model is impeded by entrenched polarity between students in terms of their learning dispositions and academic competence, students do develop a prototype of theories of learning, a sense of better self through learning from their peers and an awareness of the importance of intrinsic motivation. A gradualist approach is thus proposed for implementing flipped classrooms, which requires longitudinal studies accordingly to understand its long-term effects on learning behavior hitherto left unexplored.

scholarly journals Comparison of traditional lecture and flipped classroom for teaching programming

2017 ◽  
Author(s):  
Dieter Pawelczak
Keyword(s):  
Flipped Classroom ◽  
Course Design ◽  
Work Load ◽  
Traditional Lecture ◽  
Active Involvement ◽  
Wide Range ◽  
Evaluation Feedback ◽  
The One ◽  
Learning Programming ◽  
Programming Courses

Programming courses in undergraduate education seem to be predestined for a flipped classroom approach as learning programming requires a high personal contribution on the one hand and on the other hand, course participants typically start with a wide range of previous knowledge and skills. Within a flipped classroom students can organize their learning phases self-reliantly and put an individual amount of effort into each learning objective. Whilst in a traditional lecture it is not easy to motivate students, the flipped classroom requires students’ active involvement per se. Besides all these advantages, setting up such a course requires a high initial effort for the lecturer. Furthermore, students might prefer a lecture, as usually the work load is higher in a comparable flipped classroom course. Based on the idea of flipping a beginners programming course, we firstly explored the effects of a flipped classroom approach on an elective advanced pro­gram­ming course with a smaller student group. The paper compares the new course design and its effects on the students learning, on the teaching, as well as on the course preparation with the former traditional lecture. The com­parison is based on a survey, the students’ evaluation feedback and on the examination results. 

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