scholarly journals Flipped Classroom Approach

2016 ◽  
Vol 8 (2) ◽  
pp. 98 ◽  
Author(s):  
Fezile Ozdamli ◽  
Gulsum Asiksoy
Keyword(s):  
Flipped Classroom ◽  
Classroom Technology ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Physical Sciences ◽  
Student Centered ◽  
New Approaches ◽  
The World ◽  
Education Field

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained. Keywords: Flipped learning, flipped classroom, new approaches

scholarly journals Students’ attitudes toward flipped classroom model: Focusing on Iranian advanced EFL learners

2020 ◽  
Vol 1 (2) ◽  
pp. 16
Author(s):  
Ehsan Namaziandost ◽  
Meisam Ziafar ◽  
Leila Neisi
Keyword(s):  
Flipped Classroom ◽  
Classroom Technology ◽  
Physical Sciences ◽  
Student Centered ◽  
Efl Learners ◽  
Students Attitudes ◽  
Communicative Abilities ◽  
Classroom Time ◽  
Engaging Student

Flipped classroom is an engaging, student-centered approach that has been built to enhance the quality of the classroom time. Generally speaking, this approach, whose implementations are performed mostly in physical sciences, has also recently attracted the attention of educators and scholars in various disciplines. Flipped classroom technology is an advancement that helps learners to enhance engagement, increase motivation and develop their communicative abilities. The current study aimed to examine Iranian advanced EFL learners’ attitudes toward using flipped classroom model. To fulfil this objective, 80 advanced EFL learners answered an attitude questionnaire after 10 sessions instructed in a flipped classroom. After collection the data and analyzing them, the results indicated that the learners’ attitude toward using flipped classroom was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences.

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 Content Visualization: An Evaluation of PowerPoint Effectiveness as a Learning Tool for Students

2018 ◽  
Vol 7 (2.29) ◽  
pp. 840
Author(s):  
Devi Pratami ◽  
Asti Amalia Nur Fajrillah ◽  
Tien Fabrianti Kusumasari
Keyword(s):  
Conventional Method ◽  
Test Score ◽  
Visual Presentation ◽  
Statistical Test ◽  
Learning Tool ◽  
The World ◽  
Slide Show ◽  
Conventional Methods ◽  
Education Field

PowerPoint is a slide show presentation program from Microsoft, which also one of the most widely used programs to develop visual presentation all over the world. PowerPoint has become enormously popular because of the functionalities offered and since it is designed to be easy to use. Previous researchers stated PowerPoint as one of the best tool to facilitate users to deliver idea/objective/goal, especially in education field. But some of the researchers argue that in today’s environment, PowerPoint no longer be the best tool to deliver information. This research aims to evaluate and design the content of the slide which influences the level of students understanding on information being presented. This research will be comparing three methods at once, which are a conventional method where the material course will be presented without any PowerPoint and are limited to boards and books. The second method will be a material-course presentation using a PowerPoint where it was using an aesthetically pleasing and methodically correct PowerPoint. And the last method would be the combination between the two. By using a statistical test ANOVA that among three methods there is no significance impact to the students understanding. Nevertheless, based on the test score that are done after treatment the results show that the quality of PowerPoint slide has an influence to the level of students understanding compared to conventional methods (blackboard and textbook). But only attractive slide itself is insufficient to improve students understanding, this study will incorporate conventional method and attractive slide through content visualization in order to gives a better impact on students understanding.  

PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN DASAR LISTRIK DAN ELEKTRONIKA (DLDE) KELAS X TITL SMK NEGERI 5 MEDAN

2021 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Leo Saputra Sitanggang ◽  
Salman Bintang
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Flipped Learning ◽  
Classroom Learning

Abstract This study aims to determine: (1) student learning outcomes for DLDE subjects using the Flipped Classroom learning model (2) student learning outcomes for DLDE subjects using the Expository learning model (3) DLDE learning outcomes for students taught with the Flipped learning model. Classroom is higher than students who are taught using the expository learning model. The population in this study were 108 people. From the data obtained after the research, it was found that (1) student learning outcomes were much higher in the experimental class (classes taught using the Flipped Classroom learning model) which had an average of 85.93. (2) student learning outcomes in the control class (classes taught using the expository learning model) have an average of 73.55. (3) student learning outcomes are better (higher) using the Flipped Classroom learning model compared to the expository learning model. Keywords: Flipped Classroom, Expository, DLDE Learning Outcomes AbstrakPenelitian ini bertujuan untuk mengetahui: (1) hasil belajar siswa terhadap mata pelajaran DLDE dengan menggunakan model pembelajaran Flipped Classroom (2) hasil belajar siswa terhadap mata pelajaran DLDE dengan menggunakan model pembelajaran Ekspositori (3) hasil belajar DLDE siswa yang diajarkan dengan model pembelajaran Flipped Classroom lebih tinggi dibandingkan siswa yang diajar dengan menggunakan model pembelajaran ekspositori. Populasi dalam penelitian ini adalah 108 orang. Dari data yang diperoleh setelah dilakukan penelitian, diperoleh bahwa (1) hasil belajar siswa jauh lebih tinggi dikelas ekperimen (kelas yang diajarkan dengan menggunakan model pembelajaran Flipped Classroom)  yang memiliki rata-rata 85.93. (2) hasil belajar siswa dikelas kontrol (kelas yang diajarkan dengan menggunakan model pembelajaran ekspositori) memiliki rata-rata 73.55. (3) hasil belajar siswa lebih baik (lebih tinggi) menggunakan model pembelajaran Flipped Classroom dibandingkan dengan model pembelajaran ekspositori. Kata Kunci: Flipped Classroom, Ekspositori, Hasil Belajar DLDE

scholarly journals The Flip Classroom Learning on Design Student's Performance: An Analysis

2016 ◽  
Vol 4 (4) ◽  
pp. 87-94
Author(s):  
Mahesh Chandra Babu Jampala
Keyword(s):  
Critical Thinking ◽  
New Media ◽  
Communication Skills ◽  
Flipped Classroom ◽  
Learning Performance ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Media Technology ◽  
Before And After ◽  
The University

Objective- The objective of this research paper is to examine whether flipped learning would improve the performance of the 3rd year undergraduate design students compared to the traditional classroom learning. Methodology/Technique- The performance of the students was assessed based on the parameters: communication skills, understanding of the concepts, teamwork, critical thinking, sharing the data, exploration of concepts, creative outcomes and engaging the problems. Students were provided different tools, case studies, video presentations and foundational concepts. The experimentation was conducted before and after implementation of flipped classroom. Findings - The study revealed that final marks were gradually increased and nearly 80% students were satisfied with this way of learning. It was also observed that 82% students improved the communication skills, improved the critical thinking and helps to solve problems by themselves and started exploring new concepts. The study also focuses on the challenges on the adaptation of flipped learning among students and teachers. Novelty - The use of the flipped classroom is one of the most emerging new media technology in the university. Type of Paper - Empirical Keywords - New Media Technology, Flipped learning, Performance, Self-learning, Classroom teaching.

scholarly journals Conectando el modelo Flipped Learning y la teoría de las Inteligencias Múltiples a la luz de la taxonomía de Bloom/Connecting the Flipped Learning model and the Multiple Intelligences Theory considering Bloom’s taxonomy

Magister ◽  
2020 ◽  
Vol 31 (2) ◽  
pp. 45
Author(s):  
Raúl Santiago Campión
Keyword(s):  
Multiple Intelligences ◽  
Flipped Classroom ◽  
Bloom's Taxonomy ◽  
Learning Model ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Bloom’S Taxonomy ◽  
Multiple Intelligences Theory

El objetivo de este artículo es realizar una propuesta teórico-práctica con objeto de analizar el impacto que un adecuado diseño e implementación del modelo de Clase Inversa /Aprendizaje Inverso (Flipped Classroom /Learning) puede tener en el desarrollo de las Inteligencias Múltiples como estrategias de aprendizaje activo y diferenciador en el aula. Para ello, se comienza por definir en qué consiste la clase inversa (también aprendizaje inverso) centrándose en los conceptos de espacio individual y espacio grupal y la importancia de un adecuado diseño metodológico para atender a la diversidad del alumnado en general y sus diferencias en cuanto a Inteligencias Múltiples en particular. En este contexto, se realiza un análisis previo sobre cuál puede ser el mejor espacio de aprendizaje en cada una de las Inteligencias Múltiples identificadas por Gardner, para concluir con una serie de recomendaciones y una propuesta práctica sobre su implementación en el aula a la luz de la taxonomía de Bloom.

The Peer Instruction Flipped Learning Model

2016 ◽  
pp. 285-307
Author(s):  
Troy Faulkner ◽  
Jennifer Green
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Learning Model ◽  
Peer Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional Lecture

Peer instruction flipped learning blends the concepts of flipped classroom and peer instruction in order to maximize the strengths of both techniques. Peer Instruction, a student-centered learning approach developed by Eric Mazur of Harvard University, engages students in the learning process through small group discussions. Flipped classroom, credited largely to Jon Bergmann and Aaron Sams, reverses the roles of traditional lecture and “homework” in order to maximize student learning. This chapter discusses the research on peer instruction and flipped learning, the details of implementing the peer instruction flipped learning model, and the benefits of using a peer instruction flipped learning model. This chapter also details one high school's experiences with these strategies.

scholarly journals How Should Higher Education Institutions Provide Lectures Under the COVID-19 Crisis

2020 ◽  
Vol 1 (2) ◽  
pp. p144
Author(s):  
Yutaka Kurihara
Keyword(s):  
Online Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Universities And Colleges ◽  
Face To Face ◽  
The World ◽  
Type Test ◽  
Quality Of Reports ◽  
Depth Learning

As the COVID-19 crisis prevails, many universities and colleges all over the world were not able to conduct face-to-face classes and instead conduct online learning. Online learning has merits and is evaluated by learners and university faculties. However, whether or not the learning quality of online learning improves or maintains should be evaluated. Furthermore, online learning without being face-to-face is different from flipped classroom. This paper examines how the quality of online learning changes empirically. The empirical results show that most of the results are not different from face-to-face class, and online quiz type test scores are quite high; however, the quality of reports (writing) has declined significantly. There is some possibility that surface knowledge improved by online learning of undergraduates, but in-depth learning by thinking or discussing with other learners and faculty are not realized.

scholarly journals Reading Comprehension Skills: The Effect of Online Flipped Classroom Learning and Student Engagement During the COVID-19 Pandemic

2021 ◽  
Vol 10 (4) ◽  
pp. 1613-1624
Author(s):  
Reflianto*, Punaji ◽  
Punaji Setyosari ◽  
Dedi Kuswandi ◽  
Utami Widiati
Keyword(s):  
Reading Comprehension ◽  
Student Engagement ◽  
Online Education ◽  
Flipped Classroom ◽  
Control Group ◽  
Research Approach ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic outbreak in the Indonesians nowadays, the public education department established the policy of the online education system to all education levels. Most educators employ an online flipped learning method to support the policy. Research aimed to measure the effect of online based-flipped classroom learning between using Microsoft Team and WhatsApp and student engagement on reading comprehension skills. The research approach was a quasi-experimental model with a 2 x 3 factorial pre-test-post-test non-equivalent control group design. The sample of this investigation was early period undergraduates of the management economics study program. Data analysis employed a two-way ANOVA test. The result confirmed that the online flipped learning scheme using Microsoft Team was better than WhatsApp in improving student engagement and reading comprehension skills. We advise English lecturers to apply better online media services, pay attention to the completeness of the learning features and train their competence in implementing distance learning to use compatible synchronous flipped classroom teaching based on internet technologies.</p>

scholarly journals Assessing the effects of flipped classroom at the Tunisian university

2021 ◽  
Vol 12 (5) ◽  
pp. 1413-1435
Author(s):  
Karim Ben Kahla ◽  
Hanen Khanchel
Keyword(s):  
Flipped Classroom ◽  
Flipped Learning ◽  
Health Crisis ◽  
Face To Face ◽  
The World ◽  
Original Contribution ◽  
E Learning ◽  
Precautionary Measures ◽  
Made In

At the beginning of 2020, e-learning was not yet valued in the culture of Tunisian university. However, the COVID-19 Pandemic was the cause of the accelerated deployment of e-learning-related devices. Moreover, it seems that the context of health crisis experienced in the world and particularly in Tunisia represents a factor pushing Tunisian university to reduce, or even eliminate, face-to-face courses for precautionary measures. This is likely to allow students to improve their knowledge, especially for those who require great concentration and time for reflection. The paper shows a very different approach with an analysis of the students’ difficulties by focusing on the mistakes made in solving the problems in the case study. The study makes an original contribution to knowledge. It breaks new intellectual ground. Indeed, flipped learning in particular seems to affect students on a psychological level, making them more engaged, more motivated, and better able to self-regulate. This is the intuition of many flipped learning instructors, but intuition is just a hypothesis. Nevertheless, the results indicate that there is a gap as regards the flipped classroom approach.

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