scholarly journals Students’ and Instructor’s Attitudes and Receptions of the Viability of Using A Flipped Classroom Instructional Model In A Technology-Enabled Active Learning (TEAL) Classroom

2016 ◽  
Vol 5 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Taotao Long ◽  
Joanne Logan ◽  
John Cummins ◽  
Michael Waugh
Keyword(s):  
Active Learning ◽  
Group Work ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Instructional Model ◽  
Video Lectures ◽  
White Boards ◽  
Small Capacity ◽  
Classroom Time

The flipped classroom is an instructional model in which the students are initially exposed to subject matter concepts outside classroom through instructor-provided video lectures or other pre-class learning materials, and utilize classroom time for active learning, such as problem solving and group work. The Technology-Enabled Active Learning (TEAL) classroom is a small capacity classroom equipped with multimedia projectors, white boards, laptops, and tablets, and that utilizes modular tables for flexibly configured working arrangement. This paper reports the initial findings from interviews with five students and the instructor about their experiences, attitudes, and perceptions regarding the Flipped-TEAL instructional approach, which is the use of a flipped classroom instructional strategy in a TEAL classroom. This paper also reports the participants’ suggestions for improving the teaching and learning efficiency in the Flipped-TEAL course.

Pengembangan Paket Strategi Pembelajaran Aktif

2016 ◽  
Vol 18 (2) ◽  
pp. 115
Author(s):  
Supardi Supardi
Keyword(s):  
Active Learning ◽  
Small Groups ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Tools ◽  
State Institute ◽  
Training And Education ◽  
Islamic Studies ◽  
Is Research

This research is aimed at developing active learning tools to improve the effectiveness of the instructional strategy lectures at the Faculty of Teacher Training and Education of State Institute for Islamic Studies (FITK IAIN) Mataram. The method of this research is research and development (R&D) that was started with the process of needs assessment, the design of prototype of active learning tools that were tested in the next process by meansof expert validation, one to one, small groups, whole class, and effectiveness trials. The result of the trials on the developed product showed that its use had been effectively improved the students contribution during teaching and learning activities if compared to the students contribution in conventional learning process.

scholarly journals Flipping theClassroom; Developing listening Material

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Jenny Ika Misela
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Listening Skills ◽  
Guided Practice ◽  
Face To Face ◽  
Video Lectures ◽  
Listening Skill ◽  
Traditional Homework ◽  
Online Sources

Flipped classroom is an approach to teach listening in which students participate in online learning in place of traditional homework and then attend school for face-to-face, teacher-guided practice or projects. It is a part of larger education system called blended learning. In this approach, students could learn new content on their own by watching video lectures or other online sources and assigned problems (traditional “homework”) are completed in class with teachers offering personalized guidance instead of lectures. The paper here examined an ESL listening class. Listening skill is much more than hearing. Unfortunately, in students’ opinion, listening is an uninteresting activity. Many students feel very bored in listening class. That is why teachers should know about how to make the students more interested in listening. The aim of this paper is discuss best practices and challenges of implementing the flipped classroom in teaching and learning listening. By using this approach, it is expected that students will develop their listening skills as well as have a lot of fun. The main findings of the study indicate that the students enjoyed learning listening in a flipped classroom environment. They can practice not only listening but also all language skills in listening class.

The Effect of the Flipped Classroom on Learning Process: A Literature Review

2019 ◽  
Vol 118 (11) ◽  
pp. 42-58
Author(s):  
Shivan Mawlood Hussein ◽  
Hunar M.Hussein M.Raouf ◽  
Robinson Paulmony
Keyword(s):  
Learning Process ◽  
Traditional Method ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Empirical Studies ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Advantages And Disadvantages

Many of the recent studies have focused on the Flipped classroom as an instructional strategy. The massive practice of technology by digital natives offers opportunities to provide educational environments that cover the possibility of learning efficiently. Numerous studies have currently conducted concentrated on the flipped classroom (flipped instruction) and its effects on learning. However, teachers and learners are not familiar with the flipped classroom. Therefore, teachers and learners still have restrictions to change the traditional method of teaching to the flipped instruction. Teachers’ rejection, worry and unwilling to implement the flipped classroom could be illustrated through the following aspects: first, teachers’ lack of knowledge about the flipped classroom and the implementation of the flipped classroom. Second, teachers’ lack of information about the empirical studies of the effect of flipped learning on the learning process. Therefore, the current study aims to define and illustrate the features, implementation, advantages, and disadvantages of the flipped classroom to familiarize teachers and students with the flipped classroom method. Besides, the second aim of the study is to demonstrate and compare some empirical studies of the effect of the flipped classroom on learning environment so as to display the influence of the flipped classroom on the learning process and remove teachers’ doubt about the outcome of implementing flipped classroom in the classes. Based on the explanation of the previous studies, it could be concluded that the flipped classroom is an effective and positive teaching and learning method which is appropriate to the current educational system, and the teachers need to be aware of the effect and implementation of the flipped classroom in order to change the traditional method of teaching to the flipped learning model, and have efficient knowledge about implementing the flipped teaching method effectively.

scholarly journals Flipping the Cosmos: Using Active Learning Techniques in a Large-Enrollment Astronomy Class

2014 ◽  
Vol 6 ◽  
Author(s):  
Rebecca Ericson ◽  
Mario Gliozzi ◽  
Katelynn Fariss ◽  
Robyn Meier
Keyword(s):  
Active Learning ◽  
General Education ◽  
High Tech ◽  
Specific Content ◽  
Learning Techniques ◽  
White Boards ◽  
Open Discussion ◽  
Large Enrollment ◽  
Structured Groups ◽  
Classroom Time

We will demonstrate turning the "cosmos" of general education astronomy upside-down with a studio-style class. Four components that matter:Move what students can do alone: listening, reading, and practice activities outside the classroomUse classroom time to address difficult concepts and techniquesEmploy learning assistants to engage with students as knowledgeable peersLeverage classroom energy with structured groups and activities that concentrate on examining processes through the lens of specific content. Participants will engage in activities similar to those in our active learning astronomy classrooms. They will work through several short learning activities while presenters circulate to guide and focus the work, demonstrating the flow and structure of a typical class session. Small white boards allow us to simulate "writing on the wall" activities, so we can see quickly where groups of participants are grasping concepts and where they bog down. "Mini-lectures" will highlight some of the technology in the high-tech classroom, as we discuss what worked and what didn't work so well. At several points, we will open discussion so participants can examine how the technique or technology might work for them, regardless of discipline. 

scholarly journals Flipped classroom: An investigation into learner engagement during non-face-to-face components

2020 ◽  
Vol 4 (2) ◽  
pp. 118
Author(s):  
KC Lee ◽  
Happy Goh ◽  
Jessie Teng ◽  
Kah Wei Wong
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Discussion Forums ◽  
Learner Engagement ◽  
Face To Face ◽  
Creative Commons ◽  
Interactive Engagement ◽  
Video Lectures ◽  
Constructive Engagement

This paper investigated student engagement on the non-face-to-face component of the flipped approach in a critical thinking and writing class. Drawing from flipped approach and learner engagement literature and using an adapted version of Chi and Wylie’s Interactive, Constructive, Active, Passive (ICAP) framework (2014), the study looked specifically at student engagement in non-face-to-face activities and tasks, namely video lectures, readings, tutorial materials, quizzes, and discussion forums. A total of 71 respondents were involved in the study. A self-perception survey designed to understand the level of student engagement was administered. Findings show that for activities of viewing e-lectures and doing assigned readings, most respondents displayed passive engagement, with a good proportion exhibiting active and constructive behaviours. However, there is an increased number of respondents who showed active and constructive engagement in going through materials in preparation for face-to-face tutorials, as well as in completing the online quizzes. Interactive engagement is not obvious. This study suggests that more strategic scaffolding provided for students could result in a higher level of effectiveness in learner engagement as well as a need to re-look at the design of the materials, activities, and tasks if the intent is to mediate interactive engagement. Keywords: Flipped classroom, ICAP framework, Online learning, Scaffolding, Student engagementHow to cite this article:Lee, K.C., Goh, H., Teng, J. & Wong, K.W. 2020. Flipped classroom: An investigation into learner engagement during non-face-to-face components. Scholarship of Teaching and Learning in the South. 4(2): 118-137. https://doi.org/10.36615/sotls.v4i2.116.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Integrating PBI in the flipped classroom: A framework for effective instruction

2020 ◽  
Vol 12 (2) ◽  
pp. 117-127
Author(s):  
Syaiputra Wahyuda Meisa Diningrat ◽  
Punaji Setyosari ◽  
Saida Ulfa ◽  
Utami Widiati
Keyword(s):  
Instructional Strategy ◽  
Flipped Classroom ◽  
Effective Instruction ◽  
Technical Difficulty ◽  
Initial Study ◽  
Learning Activity ◽  
Instructional Model ◽  
Student Centered ◽  
Instructional Process ◽  
Activity Design

The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness. Keywords: flipped classroom, instructional framework, effective instruction;

scholarly journals La clase invertida: el papel de las actividades previas en el rendimiento final del alumno

2020 ◽  
Author(s):  
Ginesa Ana López Crespo ◽  
Camino Álvarez Fidalgo ◽  
José Martín-Albo Lucas ◽  
Sonsoles Valdivia Salas ◽  
José Manuel Lerma Cabrera ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Instructional Model ◽  
Final Test ◽  
The Impact ◽  
Classroom Time

The flipped classroom model consists on a re-arrangement of the traditional instructional model, in the sense that the lectures are placed out of the classroom whereas the classroom time is devoted to promote a more active and deeper learning in the students. This innovation was aimed to study the impact of viewing videos with questions embeded along it on the final achievent of the students. Results showed that there is a marginal relationship between watching videos and the score on the final test of the course. In addition, a possitive correlation between the scores obtained on the questions of the videos and the score on the final test was obtained. This results are in accordance with the idea that embeding questions along the videos leads to a more profound proccessing of the information, and therefore, a better learning.

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.

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.

Enhancing Active Learning Pedagogy through Online Collaborative Learning

2016 ◽  
pp. 232-254 ◽  
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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