scholarly journals Flipped Classrooms in Undergraduate Statistics: Online Works Just Fine

2021 ◽  
pp. 009862832110463
Author(s):  
David Playfoot
Keyword(s):  
Student Performance ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Classroom Context ◽  
Class Time ◽  
Active And Collaborative Learning ◽  
Improve Student Performance ◽  
Flipped Classrooms ◽  
Approach Method ◽  
Current Article

Background The flipped classroom method requires that students engage with homework before coming to the classroom so that class time can be spent on active and collaborative learning exercises. Research has demonstrated that this can improve student performance versus traditional lecturer-led teaching methods. Objective: During the COVID-19 pandemic, the vast majority of teaching has been entirely online such that even ‘in-class’ time has been virtual. The current article examined whether online-only delivery affects the efficacy of the flipped classroom approach. Method: Grades for a research methods and statistics module and a statistics portfolio assignment were compared across consecutive cohorts of undergraduate psychology students taught by different methods. Results: Overall grades on the module did not differ significantly across teaching methods but student performance on statistics tests did. Flipped classrooms, whether accompanied by on-campus or synchronous online classes, led to significantly better performance than traditional methods. No detriment was observed by teaching entirely online. Conclusion: The key advantages of the flipped classroom method appear driven by active learning which can occur irrespective of classroom context. Teaching Implications: Using flipped classrooms can be a useful tool, particularly in subjects where students may otherwise be less engaged with the content.

Flipping a Programing Class to Improve Student Performance and Student Satisfaction

2019 ◽  
Vol 10 (1) ◽  
pp. 27-39 ◽  
Author(s):  
David Chen ◽  
Jolon Faichney
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Computer Programming ◽  
Improve Student Performance ◽  
Traditional Mode ◽  
Flipped Classrooms

Flipped classrooms are an instructional strategy that is becoming popular in educational contexts, particularly higher education. The principle of Flipped Classroom is that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. Various studies have reported increased student performance and satisfaction after switching to a flipped classroom. However, most of these studies are based on students' perceptions of their own learning, not based on teachers' assessment of students' achievements. This article presents the results of flipping a computer programming course. It first describes how this course was flipped, then it presents the results of comparing the average marks awarded to students between those that took the course offering in flipped mode and those that took the course in the traditional mode. The comparison showed an increase in student performance in a flipped mode. Furthermore, the increase in student performance was sustained for 3 years, which is the full duration of this study. The comparison of student satisfaction showed an increase in student satisfaction in one campus, while the student satisfaction remained steady in another campus.

scholarly journals Students' Perceptions of Flipped Classrooms, Gender, and Country Difference

2020 ◽  
Vol 15 (4) ◽  
pp. 36-56
Author(s):  
Emad Ahmed Abu-Shanab
Keyword(s):  
Student Perceptions ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Relative Advantage ◽  
Educational Institutions ◽  
Gulf Region ◽  
Class Time ◽  
Two Samples ◽  
Flipped Classrooms ◽  
Perceived Enjoyment

Information technology and the Internet has enabled faculty and educational institutions to implement new teaching methods to enrich the educational environment. The flipped classroom (FC) method changed the teaching practices and encouraged active learning. Using pre-class videos made the class time available for active discussions. This study utilized two samples to compare student perceptions on the challenges and benefits of such a method. The first sample included 200 students from a leading university in one of the Gulf Region countries, and the second sample included 114 students in Jordan. Results indicated a domination of higher means for the Jordanian sample, and the for males sample. Results partially supported the model for the Gulf university students and overall sample, but fully for the Jordanian sample. The strongest predictor of FC was perceived enjoyment and the weakest predictor was relative advantage. More results and discussion are reported at the end.

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 The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals Influence of Flipped Classroom in enhancing Achievement in Chemistry of the students of XI Standard

2020 ◽  
Vol 8 (1) ◽  
pp. 221-225
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Cognitive Domain ◽  
Flipped Learning ◽  
Class Time ◽  
Use Of Technology ◽  
Flipped Classrooms ◽  
Conditions Of Learning ◽  
Experimental Group

Technology is the systematic application of scientific knowledge about teaching and learning and conditions of learning to improve the efficiency of teaching and training. The flipped classroom as “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities may be useful for information literacy instruction.” That means that there is much more use of technology for the Flipped Learning Studies on flipped classrooms were based on Bloom’s revised taxonomy of the cognitive domain, which provides six levels of learning. The study was conducted on 180 students of xi standard for enhancing achievement in organic chemistry. The findings indicated that there were significant gains in the mean scores of the experimental group

scholarly journals Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning

2020 ◽  
Vol 15 (03) ◽  
pp. 4 ◽  
Author(s):  
Inmaculada Aznar-Díaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Quantitative Method ◽  
Ad Hoc ◽  
Teaching Method ◽  
Knowledge Society ◽  
Pedagogical Approach ◽  
Academic Level ◽  
Flipped Classrooms ◽  
Pedagogical Approaches

Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, pro-fessional and academic level. Likewise, creativity is another key element re-quested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the develop-ment of such skills. According to the results obtained, it is stated that devel-oping the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativ-ity, since it provides students with autonomy to carry out their tasks. Final-ly, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.

Incorporating Concept Development Activities into a Flipped Classroom Structure: Using PhET Simulations to Put a Twist on the Flip

2021 ◽  
Author(s):  
Hoi-Ting Wu ◽  
Kiana Mortezaei ◽  
Teresa Alvelais ◽  
Grace Henbest ◽  
Courtney Murphy ◽  
...  
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Performance Outcomes ◽  
Concept Development ◽  
Classroom Structure ◽  
Improve Student Performance

Implementation of the flipped classroom approach into STEM courses has been popularized in the last decade and has generally been reported to improve student performance outcomes. In a flipped classroom...

scholarly journals Learning Analytics in Flipped Classrooms: A Scoping Review

2020 ◽  
Vol 18 (5) ◽  
Author(s):  
Muriel Algayres ◽  
Evangelia Triantafyllou
Keyword(s):  
Student Performance ◽  
Scoping Review ◽  
Adaptive Learning ◽  
Learning Analytics ◽  
Flipped Classroom ◽  
Technological Development ◽  
Learning Experience ◽  
Self Directed Learning ◽  
Flipped Classrooms ◽  
To Come

The Flipped Classroom (FC) is an instruction method, where the traditional lecture and homework sessions are inverted. Online material is given to students in order to gain necessary knowledge before class, while class time is devoted to application of this knowledge and reflection. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet, which has known a significant surge of popularity in the past decade. A marked recent trend in the FC is the increased use of Learning Analytics (LA) to support the development of the FC and students’ reflexive learning. The aim of this paper is to investigate the literature on applications of LA in FCs, and to determine the best practices and needs for technological development supporting LA in the FC by means of a scoping review. This literature review revealed that there is potential in using LA in the FC, especially as a means to predict students’ learning outcome and to support adaptive learning and improvement on the curriculum. However, further long‑term studies and development is necessary to encourage self‑directed learning in students and to develop the whole of the FC for a more diverse population of students. We anticipate an increased and expanded use of LA to come, with focus on predictive and prescriptive analytics providing more adaptive learning experience. We also anticipate that LA will expand beyond data mining to correlate student performance and online engagement with the aim to include a wider range of possibilities of interventions and adaptation of the learning experience.

Is it face time or structure and accountability that matter? Moving from a flipped to a flipped/hybrid classroom

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kara Diane Smith
Keyword(s):  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Individual Student ◽  
Classroom Context ◽  
Final Exam ◽  
Content Type ◽  
Face To Face ◽  
Class Time ◽  
Face Time

PurposeThis research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.Design/methodology/approachThis study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.FindingsResults from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.Practical implicationsEfficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.Originality/valueWhile research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.

Enhancing Active Learning Pedagogy through Online Collaborative Learning

2016 ◽  
pp. 2126-2149
Author(s):  
E. Muuro Maina ◽  
Peter W. Wagacha ◽  
Robert Oboko
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Learning Theories ◽  
Online Collaborative Learning ◽  
Class Time ◽  
Video Lectures ◽  
Learner Centered ◽  
Flipped Classrooms ◽  
Teaching Pedagogies

Learner-centered learning theories such as active learning and collaborative learning are highly supported by Web 2.0 technologies and they are augmenting traditional teacher-centered approaches. New teaching pedagogies such as flipped classroom have also embraced the use of collaborative learning where students engage in group-based activities during class time and they embark on asynchronous video lectures after the classroom. However, there is little research on how flipped classrooms can support online collaborative learning. In order to improve online collaborative learning and enhance active learning, this chapter provides some literature review on collaborative learning as well as the critical aspects for online collaborative learning. This chapter also discusses how online collaborative learning can be integrated in a flipped classroom. To that end, the authors recommend further research on how specific online collaboration tools can be applied in flipped classroom.

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