scholarly journals Flipped Classrooms and the Pitfalls of Digital Learning

2020 ◽  
Author(s):  
Philipp Reisner
Keyword(s):  
Learning Environments ◽  
Flipped Classroom ◽  
Main Concern ◽  
Digital Learning ◽  
Student Centered ◽  
Self Organized ◽  
Design Learning ◽  
Flipped Classrooms ◽  
Digital Pedagogy ◽  
Teacher Dialogue

In the recent rise of digital learning, “flipped classrooms” have become a controversial subject. This new form of learning inverts the traditional conception of the classroom: instruction is transferred from the classroom to out-of-class (online) tasks such as pre-recorded lectures on the Internet, while class time is devoted to activities that put the knowledge into practice. These classrooms have been touted as learner-based and student-centered models of education. Yet there is still little evidence supporting the effectiveness of the flipped classroom at higher levels of education, especially in the humanities. Taking American studies as an example, I will examine some of the arguments in favor of this model, but also and most importantly some of the challenges facing the application of this new educational model in the humanities. In general, the main concern is that flipped classrooms may undermine student-teacher dialogue, viewing teachers as “moderators” who design learning environments geared to the students. At the same time, home-learning environments may compromise learner autonomy and limit learners’ opportunities for self-organized work and interaction with peers outside class. Ultimately, a critique of the concept of flipped classrooms is also a critique of the egalitarian aspirations of digital pedagogy in general.

scholarly journals How to trigger students’ interest in digital learning environments: A systematic literature review

Seminar.net ◽  
2018 ◽  
Vol 14 (1) ◽  
pp. 62-84
Author(s):  
Liping P. Sun ◽  
Pirkko Siklander ◽  
Heli Ruokamo
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Systematic Literature Review ◽  
Self Regulation ◽  
Thinking Skills ◽  
Digital Learning ◽  
Student Centered ◽  
Digital Revolution ◽  
Internet Connections ◽  
New Research

The digital revolution and globalization have a deep influence on education at all levels. Various digital devices do not only provide students’ Internet connections, but also create more opportunities for them to get inspired, motivated, and engaged in learning activities. Recent research shows that triggering interest can enhance students’ self-regulation, collaboration, problem-solving, and joy of learning. Previous studies show that the pedagogical use of information and communication technology (ICT) can support student-centered and collaborative learning, and develop thinking skills and creativity. However, little is known about the relevance of digital technologies for triggering interest. The aim of this study is to review existing literature in the field of the learning sciences, and provide answers for the following two research questions: 1) Which factors trigger students’ interest in ICT-based learning environments? 2) Which methods have been used for exploring triggers? The systematic literature review (SLR) methodology will be used in this study. The results will be used for developing new research for exploring triggers that can awaken students’ interest in learning. The findings will be useful for researchers and teachers to discover appropriate methods and approaches in successful integration of ICT in learning environments and the teaching process.

Digital Learning Environments and Student-Centered Curriculum in a University Context

2012 ◽  
pp. 105-114 ◽  
Author(s):  
Sevinç Gülseçen
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
New Technologies ◽  
Theory And Practice ◽  
Digital Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Web Based ◽  
Undergraduate Programs ◽  
Digital Learning Environments

With promises of rich information resources readily available, successful use of the World Wide Web (WWW) within an instructional setting is tied directly to a pedagogical approach that promotes Student-Centered Learning (SCL). SCL is based on constructivist approaches and has become an important theme in the educational theory and practice. Although SCL is not a new idea, new technologies developed for the Web and other Digital Learning Environments (DLEs) allow new forms of educational support to be facilitated, enabling new pedagogical concepts and enhancing learning. This chapter reports on an effort of empowering learners in the design of web-based teaching and learning in undergraduate programs in a Turkish university context.

Flipped Classroom in China

2017 ◽  
pp. 119-135
Author(s):  
Chang Yuan ◽  
Clarice M. Moran
Keyword(s):  
Flipped Classroom ◽  
Empirical Studies ◽  
Research Field ◽  
Future Research ◽  
Digital Learning ◽  
Ministry Of Education ◽  
Student Centered ◽  
Republic Of China ◽  
Chinese School ◽  
Digital Learning Environments

The flipped classroom method has the potential to transform schools by promising an innovative instructional design that merges a student-centered approach with a technology-assisted application. The method has attracted attention over the past 10 years. The Ministry of Education of the People's Republic of China has supported the inclusion of technology, digital learning environments, and new instructional models as an important aspect of educational reform. The chapter begins with a background of the flipped classroom, including origin, history, and usage. Next there is a discussion of the design models that have been addressed in the research field, and a comparison of instructional practices in different regions of China. Several empirical studies that reflect the effectiveness of the flipped classroom are examined as well. This chapter sheds light on the benefits and challenges of the flipped classroom in Chinese school systems. Future research directions are articulated for those who may be interested in the use of the flipped classroom for educational purposes.

scholarly journals A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

2020 ◽  
Vol 10 (4) ◽  
pp. 115 ◽  
Author(s):  
Hwan Young Jang ◽  
Hye Jeong Kim
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effect Sizes ◽  
Medium Effect ◽  
Student Centered ◽  
Student Centered Learning ◽  
Positive Effects ◽  
Flipped Classrooms

This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study’s results show the positive effects of flipped classrooms and highlight the improvement in students’ educational outcomes between 2012 and 2017. Overall, effect sizes were medium—effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47—across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects.

scholarly journals Affordances of Flipped Classrooms: Unveiling the Paradox of Basics and Key Principles of Flipped Learning

2021 ◽  
pp. 10-20
Author(s):  
Shashi Verma ◽  
Ritesh Kumar Tiwari ◽  
Lalit Singh
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Flipped Learning ◽  
Traditional Methods ◽  
Student Centered ◽  
Constructivist Inquiry ◽  
The World ◽  
History Of ◽  
Flipped Classrooms

The flipped classroom is an active, student-centered strategy that has been developed to enhance the quality of the classroom era. For many years up till now, language experts have been seeking better ways to teach and learn. Flipped learning in the classroom that spreads rapidly throughout the world is not well established. All through the history of teaching and learning, traditional methods have come and gone. Despite traditional methods, modern methods tend to be more of a student-centered, constructivist, inquiry-based one. "Flipped learning" is an eye-catching model that has recently become popular. This article seeks to provide perspectives into flipped classes: roles, processes, and step-by-step what really happens inside and outside! That is to attract attention to its potential in the education field and provide to make it recognize more by educators and researchers. To this end, it has been tried to clarify the benefits and constraints of what flipped classroom strategy is all about.

scholarly journals The digital Dalton Plan: Progressive education as integral part of web-based learning environments

2018 ◽  
pp. 25-52 ◽  
Keyword(s):  
Learning Environments ◽  
Concept Maps ◽  
Progressive Education ◽  
Transformation Process ◽  
Learning Processes ◽  
Digital Learning ◽  
Self Regulated Learning ◽  
Self Organized ◽  
E Learning ◽  
Learning Platforms

e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept) mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing progressive learning support features.

scholarly journals Implementation of Flipped Classroom in Islamic Education Lessons: Students’ Perspective

2021 ◽  
Vol 13 (2) ◽  
pp. 1038-1045
Author(s):  
Nur'aini Nur'aini
Keyword(s):  
Learning Environments ◽  
Religious Education ◽  
Flipped Classroom ◽  
Qualitative Method ◽  
Culture Shock ◽  
Classroom Technology ◽  
Islamic Education ◽  
Teacher Needs ◽  
Flipped Classrooms ◽  
Descriptive Qualitative

The research aims to assess flipped classrooms in Islamic religious education lessons at SMA Al-Azhar Batam. This research tries to illustrate students’ perspectives on the use of flipped classrooms in their classes. The respondents were 98 students who took Islamic religious education lessons.  This research uses the descriptive qualitative method. The data was analyzed based on responses found in the reflection sheet. The research showed that flipped classrooms enable students to control their learning, creating confusion and culture shock. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and reach better learning consequences.  The teacher needs to make more precise and stricter instructions on using online materials for in-class learning.

scholarly journals Penguatan Pendidikan Karakter pada Masa New Normal Covid-19 melalui Flipped Classroom

2021 ◽  
Vol 14 (2) ◽  
pp. 102-113
Author(s):  
An-Nisa Apriani ◽  
Intan Kurniasari Suwandi ◽  
Yusinta Dwi Ariyani ◽  
Indah Perdana Sari
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Elementary School Students ◽  
Flipped Classroom ◽  
Secondary Data ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
New Normal ◽  
Flipped Classrooms

Penelitian ini bertujuan untuk mendeskripsikan tentang peran flipped classroom dalam penguatan karakter siswa sekolah dasar pada masa new normal Covid-19. Metode yang digunakan dalam penelitian ini yaitu penelitian studi kepustakaan. Data dalam penelitian ini merupakan data sekunder berupa buku-buku ilmiah, jurnal ilmiah, dan laporan penelitian. Teknik analisis data dalam penelitian meliputi tiga tahapan: organize, synthesize, dan identify. Hasil penelitian ini menunjukkan bahwa flipped classroom memiliki relevansi yang kuat dalam penguatan pendidikan karakter siswa pada masa new normal Covid-19. Aktivitas dalam flipped classroom meliputi kegiatan tatap muka dan pembelajaran online yang berfokus pada proses pembelajaran yang berpusat pada siswa. Aktivitas pembelajaran tersebut memberikan kesempatan pada siswa sekolah dasar secara lebih luas untuk mengembangkan nilai-nilai moral yang dimilikinya. Pendekatan ini juga mendukung siswa dalam membangun pengetahuan baru, belajar secara efektif dan efesien, dan memperkuat karakter siswa. Pembelajaran melalui flipped classroom mendukung tercapainya tujuan program Penguatan Pendidikan Karakter (PPK) pada masa new normal Covid-19. Salah satu nilai utama PPK yang dapat meningkat dan berkembang melalui pendekatan flipped classroom yaitu nilai kemandirian. Strengthening Character Education in New Normal Covid-19 Periode through Flipped Classroom This study aims to describe the role of flipped classrooms in strengthening the character of elementary school students during the new normal covid-19 period. The method used in this research is library research. The data in this research is secondary data in the form of scientific books, scientific journals, and research reports. The data analysis technique in this research includes three stages: organize, synthesize, and identify. The results of this study indicate that the flipped classroom has strong relevance in strengthening the character education of students during the new normal Covid-19 period. Activities in the flipped classroom include face-to-face activities and online learning that focus on student-centered learning processes. These learning activities provide opportunities for elementary school students to a wider extent to develop their moral values. This approach also supports students in building new knowledge, learning effectively and efficiently, and strengthening student character. Learning through flipped classrooms supports the achievement of the objectives of the Penguatan Pendidikan Karakter’s program (PPK) during the new normal Covid-19 period. One of the main values of PPK’s program that can improve and develop through the flipped classroom approach is the value of independence.

scholarly journals Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Horace Luong ◽  
Thomas Falkenberg ◽  
Mahdi Rahimian
Keyword(s):  
Organic Chemistry ◽  
Active Learning ◽  
Blended Learning ◽  
Group Work ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Learning Experiences ◽  
Classroom Design ◽  
Student Centered ◽  
Flipped Classrooms

The use of flipped classrooms has been gaining popularity across various disciplines as student-centered active learning pedagogy. In this study, an introductory organic chemistry course was delivered through flipped classroom methodologies, incorporating blended learning to deliver content and group work in the classroom.   The learning experiences of non-chemistry majors students enrolled in the course are discussed. The majority of the students adjusted to the pedagogy and felt autonomy in their learning. These students also believed that most of the flipped classroom design components were a good use of their time in learning organic chemistry.

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