scholarly journals Evaluation of a Flipped Classroom Model: A Case Study from Oman

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Flipped Classroom ◽  
Education Institution ◽  
Pilot Project ◽  
Successful Implementation ◽  
Learning Approach ◽  
Flipped Learning ◽  
The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

scholarly journals FORMÁT VÝUKY PŘEVRÁCENÉ TŘÍDY V ON-LINE PROSTŘEDÍ V HODINÁCH HOSPODÁŘSKÉ ANGLIČTINY NA VYSOKÉ ŠKOLE

ACC Journal ◽  
2021 ◽  
Vol 27 (3) ◽  
pp. 88-101
Author(s):  
Tereza Havránková
Keyword(s):  
Flipped Classroom ◽  
Research Study ◽  
Learning Approach ◽  
Flipped Learning ◽  
English Classes ◽  
Language Classes ◽  
On Line ◽  
Approach To Teaching ◽  
Science Classes ◽  
The Impact

The flipped classroom model has been an appealing approach to teaching, primarily in math and science classes. However, several research studies have proven that the flipped classroom method can be successfully implemented in online language classes. This article presents a research study that aims to analyze the impact of the flipped learning approach on Czech university students in English classes. The first part of the study is dedicated to the goals and methodology of the research. The second section discusses the partial outcomes of the research.

Student perceptions of a flipped classroom management course

2016 ◽  
Vol 8 (3) ◽  
pp. 316-328 ◽  
Author(s):  
Brian J Beatty ◽  
Michael Albert
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Classroom Experience ◽  
Content Type ◽  
Student Grades ◽  
The Impact

Purpose – The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades. Design/methodology/approach – A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience. Findings – Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students. Originality/value – During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

A conceptual model of flipped classroom adoption in medical higher education

2020 ◽  
Vol 17 (4) ◽  
pp. 393-401
Author(s):  
Mohammadhiwa Abdekhoda ◽  
Elham Maserat ◽  
Fatemeh Ranjbaran
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Conceptual Model ◽  
Student Performance ◽  
Flipped Classroom ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Sample Population ◽  
Successful Implementation ◽  
Content Type

Purpose Flipped classroom (FC) is a potential approach that encourages active learning and enhances student performance while reducing the failure rate in education. This study was carried out to present the conceptual model of FC adoption by students in higher education. Design/methodology/approach This was a cross-sectional study in which 110 medical students from Tabriz University of Medical Sciences, Tabriz, Iran, were selected by convenience sampling methods as the sample population. An extended technology acceptance model (TAM) was applied to determine the students’ intention concerning the FC adoption. A research-based questionnaire, the validity and reliability of which have been approved, was used as the data collection instrument. The data was analyzed by SPSS v16, IBM. Correlation and regression methods have been used in the empirical study. Finally, the authorized model was presented. Findings The data show that subjective norms and perceived enjoyment have a direct and significant effect on perceived usefulness of the FC approach (ß = 0.32, P-value < 0.05), (ß = 0.7, P-value < 0.01). Also, we found that perceived usefulness (ß = 0.67, P-value < 0.01), perceived ease of use (ß = 0.51, P-value < 0.01) and self-efficacy (ß = 0.43, P-value < 0.01) have a direct and significant effect on FC adoption. Practical implications This study extended TAM and presented a validity model to elucidate student’s behavior concerning FC acceptance. Also, in this study, five determinant factors that affect successful adoption of FC have been clearly identified. The authors found that the new approach of learning such as FC should be an effective, attractive and enjoyable method. Originality/value The findings of this study should be considered when successful implementation of FC is in progress.

scholarly journals Pengembangan Model Pembelajaran Flipped Classroom dengan Taksonomi Bloom pada Mata Kuliah Sistem Politik Indonesia

2019 ◽  
Vol 7 (2) ◽  
pp. 109
Author(s):  
Zamzami Zainuddin
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Education Institution ◽  
Thinking Skills ◽  
Learning Model ◽  
Cognitive Domain ◽  
Flipped Learning ◽  
Higher Education Institution ◽  
Bottom Up ◽  
Research Technology

This study aims to provide the design of the flipped learning instructional model for teaching Indonesian Political System course at an Indonesian higher education institution. A bottom-up of flipped learning model based on Blooms’ taxonomy of cognitive domain was developed. Social media WhatsApp group was employed as a platform to share the recorded YouTube video lectures for students’ learning activities outside-of-class. Before students attend class, they have prepared with the lesson’s content, hence in-class activities are utilized for homework, hands-on activities, and group discussions. In other words, watching, summarizing, and note-taking are the main activities proposed by a researcher outside of the classroom, whereas Socratic questioning through a group discussion is the main activities in the classroom. This study suggests that the bottom-up of flipped learning model is potentially implemented for teaching any social studies course at any higher education institution, with the aim of promoting students’ highest level of cognitive domains or higher-order thinking skills. This study has implications for Ministry of Research, Technology and Higher Education (Ristekdikti) or policymaker to determine the flip-class pedagogy as a contemporary teaching model for teaching any course in Indonesian higher education.

scholarly journals Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar

2020 ◽  
Vol 9 (3) ◽  
pp. 666-674
Author(s):  
S. Singay
Keyword(s):  
Second Language ◽  
Flipped Classroom ◽  
Structured Interview ◽  
Learning Approach ◽  
Flipped Learning ◽  
Positive Effects ◽  
Attitudes And Perceptions ◽  
Students Attitudes ◽  
Language Context ◽  
The Impact

Although extensive research has been carried out on the positive effects of flipped learning in a first language context, there remains a paucity of evidence on the impact of flipped learning in a second language context specifically in Bhutan. The present study was undertaken to examine Bhutanese students’ attitudes and perceptions toward the flipped learning approach in a second language context. The participants of this study were forty students (20 females and 20 males). Data collection instruments used in this study were questionnaire and semi-structured interview. Findings from the questionnaire demonstrated that the flipped learning approach helped learners to learn grammar; moreover, the students showed positive attitudes and perceptions towards the flipped classroom approach. Similarly, findings from a semi-structured interview revealed four important themes of the flipped learning approach, which are: conducive learning atmosphere, use of more technology, better relationship, and collaboration.

scholarly journals Analysis of Bio-Risk Management System Implementation in Indonesian Higher Education Laboratory

2021 ◽  
Vol 18 (10) ◽  
pp. 5076
Author(s):  
Anom Bowolaksono ◽  
Fatma Lestari ◽  
Saraswati Andani Satyawardhani ◽  
Abdul Kadir ◽  
Cynthia Febrina Maharani ◽  
...  
Keyword(s):  
Higher Education ◽  
Risk Management ◽  
Management System ◽  
Gap Analysis ◽  
Secondary Data ◽  
Education Institution ◽  
Management Systems ◽  
Primary Data ◽  
Risk Management System ◽  
The Impact

Developing countries face various challenges in implementing bio-risk management systems in the laboratory. In addition, educational settings are considered as workplaces with biohazard risks. Every activity in a laboratory facility carries many potential hazards that can impact human health and the environment and may cause laboratory incidents, including Laboratory Acquired Infections (LAIs). In an effort to minimize the impact and occurrence of these incidents, it is necessary to evaluate the implementation of a bio-risk management system in every activity that involves handling biological agents. This study was conducted in an Indonesian higher-education institution, herein coded as University Y. This is a descriptive, semi-quantitative study aimed at analysing and evaluating the implementation of the bio-risk management systems used in laboratories by analysing the achievements obtained by each laboratory. The study used primary data that were collected using a checklist which referred to ISO 35001: 2019 on Laboratory Bio-risk Management. The checklist consisted of 202 items forming seven main elements. In addition, secondary data obtained from literature and document review were also used. The results show that out of 11 laboratories examined, only 2 laboratories met 50% of the requirements, which were Laboratory A and B, achieving good performance. Regarding the clauses of standards, a gap analysis identified leadership, performance evaluation, and support as elements with the lowest achievement. Therefore, corrective action should be developed by enhancing the commitment from management as well as improving documentation, policy, education and training.

“Play with me”: Student perspectives on collaborative chamber music instruction

2021 ◽  
pp. 1321103X2097480
Author(s):  
Katie Zhukov ◽  
Jon Helge Sætre
Keyword(s):  
Higher Education ◽  
Chamber Music ◽  
Positive Impact ◽  
Pilot Project ◽  
Music Instruction ◽  
Student Focus ◽  
Music Community ◽  
Viable Approach ◽  
Education Performance ◽  
The Impact

This article reports on a pilot project conducted in Australia and Norway evaluating new approaches to collaborative chamber music instruction in higher education settings. Following suggestions from the literature on collaborative and group learning in music, chamber music tuition was chosen as a suitable context to examine the possibility of teaching-through-playing and the impact of such an approach on students’ collaborative learning and their induction into the professional music community. Two groups of staff and students in each institution volunteered to participate in the project and implemented their own rehearsal schedule. Student focus group interviews were conducted after the final performance of rehearsed repertoire, and transcripts were analyzed by two researchers independently for the emerging themes and refined through iterative discussions. Key findings include students being inspired by working with experienced staff in a professional setting, learning the skills of ensemble playing such as effective rehearsal techniques, understanding of stylistic conventions, specific technical, musical and co-ordination skills, greater experimentation, positive impact of group discussions, and a more collaborative atmosphere. Students found it challenging to alter power roles, as the ingrained attitudes of teacher-led approaches prevailed. This project has shown that teaching-through-playing chamber music is a viable approach for developing students’ musical and social skills by providing them with authentic professional experiences. We propose an alternative model of higher education performance teaching that is more collaborative and participatory.

Psychological, Pedagogical and Drganizational Peculiarities of the Development of Students’ Volitional Qualities as a Factor of Success in Learning

2021 ◽  
Author(s):  
Nadiia Vientseva ◽  
◽  
Oleva Karapetrova
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Empirical Study ◽  
University Students ◽  
Education Institution ◽  
Educational Material ◽  
Academic Achievements ◽  
The Impact ◽  
The Relationship ◽  
Development Of Students

The article reports the results of the empirical study of the impact of volitional qualities development on the level of academic achievements of higher education institution students. The article gives a theoretical analysis of the main types of volitional qualities that affect the assimilation of educational material by students. There was established the level of their development and the relationship with academic achievements. The article also identifies the main psycho-pedagogical and organizational peculiarities that affect the success of mastering the knowledge by university students. The psychological and pedagogical recommendations for forming, developing and supporting the volitional sphere of students are developed.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners&rsquo; grammar and to examine students&rsquo; perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students&rsquo; understanding and usage of English grammar. Students&rsquo; perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research.&nbsp;

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