HOW TO DESIGN A FLIPPED CLASSROOM THAT ENGAGE STUDENTS OF THE COMPUTER ENGINEERING? A NEW LEARNING MODEL

2021 ◽  
Author(s):  
Liliana Enciso
Keyword(s):  
Flipped Classroom ◽  
Learning Model ◽  
Computer Engineering ◽  
New Learning

scholarly journals Application of translinguism in teaching foreign languages to students (specialty “Ecology”)

2021 ◽  
Vol 244 ◽  
pp. 11034
Author(s):  
Tatiana Baranova ◽  
Aleksandra Kobicheva ◽  
Elena Tokareva ◽  
Evgenia Vorontsova
Keyword(s):  
Flipped Classroom ◽  
Learning Model ◽  
Project Based Learning ◽  
Team Work ◽  
Face To Face ◽  
Peter The Great ◽  
Proposed Model ◽  
New Learning ◽  
The Impact

This article explores the concept of translinguism and its application in the educational environment. The authors have developed a learning model that includes flipped classroom, face-to-face classes, team work and project-based learning. The study involved 3rd year students (N=26) of Peter the Great St. Petersburg Polytechnic University (SPbPU), studying in the field of “Ecology”. During one semester (February 2020 - June 2020), students studied the discipline “Spanish” in English according to proposed methodology. The study examined the impact of the proposed model on the study of the Spanish language and the development of translational competence. For the analysis descriptive statistics and pairsamples Students’s t-test were conducted. Interviews were also conducted with students to analyze their perception of the new learning model. Generally, the overall quality of students’ Spanish knowledge improved. According to the descriptive results, students developed their translingual competence significantly. Thus, it can be assumed that the proposed learning model positively influenced students’ level of such competence. The results of the interview showed that students positively evaluate the proposed teaching model, and also consider it to be effective for learning Spanish and developing translingualism.

scholarly journals Flipped Classroom with Challenge-Based Learning Model on an Online Streaming Ecosystem to Develop Coping Skills in Cyberbullying

2021 ◽  
Vol 11 (11) ◽  
pp. 523-531
Author(s):  
Phisit Pornpongtechavanich ◽  
◽  
Kawitsara Eumbunnapong ◽  
Pallop Piriyasurawong
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Development Process ◽  
Coping Skills ◽  
Learning Model ◽  
Cyber Bullying ◽  
Challenge Based Learning ◽  
New Learning ◽  
Learning Ecosystem ◽  
Online Streaming

The purposes of this research were: 1) to synthesize documents and international research on designing flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; 2) to design a flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; (3) to assess the suitability of the flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying. Ten experts were selected using a specific selection: they had more than five years of relevant experience in the field with expertise in educational technology and information technology. The assessment ensures the suitability of the flipped classroom model with eco-challenging, for online learning to improve cyber bullying coping skills. The results showed that 41 international papers and research studies were synthesized, which concluded that there were eight factors that contribute to cyberbullying. The factors used for online streaming consisted of eight elements. The cyberbullying skills development process used a flipped classroom model and challenging learning to form a new learning model. When the components were completed, they were designed and evaluated. It was found that the flipped classroom with online learning ecosystem improves cyber bullying skills. It is highly suitable for developing cyberbullying prevention skills.

A hybrid flipped-learning model and a new learning-space to improve the performance of students in Structural Mechanics courses

2020 ◽  
Author(s):  
Miguel X. Rodriguez-Paz ◽  
Jorge A. Gonzalez-Mendivil ◽  
J. Asuncion Zarate-Garcia ◽  
Israel Zamora-Hernandez ◽  
Juan Arturo Nolazco-Flores
Keyword(s):  
Structural Mechanics ◽  
Learning Model ◽  
Flipped Learning ◽  
Learning Space ◽  
New Learning

scholarly journals THE DEVELOPMENT OF BLENDED LEARNING BASED ON HANDPHONE FOR COMPUTER SYSTEM SUBJECT ON XI GRADE OF SMKN 1 BENGKULU CITY

2019 ◽  
Vol 7 (3) ◽  
pp. 497-502
Author(s):  
Basuki Wibawa ◽  
Paidi .
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
System Approach ◽  
Flipped Classroom ◽  
Formative Evaluation ◽  
Learning Model ◽  
Vocational High School ◽  
Fourth Edition ◽  
Seventh Edition ◽  
Stages Of Learning

Purpose of Study: Education has an important role to improve the quality of human resources that made the younger generations could develop their potential optimally. Vocational High School (SMK) is one of the educational institutions that has prepared their graduates to enter the working world. One of the compulsory programs in Vocational High School is the students were carried out on the fieldwork practices (PKL). To provide learning access for students as long as they stayed in the industry area, so it was necessary to give learning on blended learning by using handphone as a learning media. In order to get students’ learning outcomes be maximized, so the development of this learning should be done by applying Research and Development patterns that were adapted from The Steps of System Approach Model of Educational Research and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. Blended learning models that would be developed are Norman Vaughan and Flipped Classroom Models. Learning materials were developed are computer system subject. The measurement of result development was done by the formative evaluation that consisted of one to one evaluation with expert, one to one evaluation with learner, small group and field trial. Methodology: The methodology that was conducted is stages of learning model adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended learning model that will be developed is the Norman Vaughan model and Flipped Classroom Model. (Helena Gillespie et.all, 2007) Results: Stages of learning model development that was adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended Vaughan model and Flipped Classroom Model. Stages of development process as follows:1) Data and Information Collecting, 2) Identity Instructional Goal, 3) Conduct instructional Analyze, 4) Analyze Learners and Contexts, 5) Write Performance Objectives, 6) Develop AssessmentInstrument, 7) Develop Instructional Strategy, 8 Develop and Select Instructional Materials, 9) Revise Instruction, 10) Design and Conduct Formative Evaluation of Instruction (Gall et all). Implications/Applications: Development of blended learning based on handphone was appropriate to be used in learning at XI grade of SMK. It was caused that students of XI grade have followed the practice of field work for about 3 months, as long as the students followed the practice of fieldwork, it meant that the learning process was still being applied by using handphone media and learning outcomes showed that there was an improvement in learning outcomes.

scholarly journals The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

2021 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Thouqan Saleem Masadeh
Keyword(s):  
Academic Achievement ◽  
Flipped Classroom ◽  
Learning Method ◽  
Course Content ◽  
Significant Difference ◽  
New Learning ◽  
Quasi Experimental ◽  
University Undergraduates ◽  
Classroom Use ◽  
Experimental Group

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of  the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of  Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of  the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method.  </p>

scholarly journals Strategies to Improve Mathematics Learning Outcomes Through Flipped Classroom

Academia Open ◽  
2021 ◽  
Vol 6 ◽  
Author(s):  
Nurin Afdillah ◽  
Ida Rindaningsih
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
Learning Model ◽  
Fifth Grade ◽  
Classroom Learning ◽  
Significance Level ◽  
Fifth Grade Students ◽  
A Value

The purpose of this study was to analyze the presence or absence of and how much influence the flipped classroom learning model had on the mathematics learning outcomes of fractions. This research was conducted at MI Nurul Huda Candi Sidoarjo for the 2020/2021 Academic Year. This study uses quantitative research with a sample of 40 students. The data collection after the treatment was carried out using the Mathematics Learning Outcomes Test for fractions. The results showed that there were differences in learning outcomes between students who were taught using the flipped classroom learning model and students who were taught using the conventional learning model with a value (tcount = 2,041 > ttable = 2, 024) at a significance level of 5%. it can be concluded that there is an effect of the flipped classroom learning model on the mathematics learning outcomes of fifth grade students at MI Nurul Huda Candi Sidoarjo. The large influence of the flipped classroom learning model on the mathematics learning outcomes of fifth grade students at MI Nurul Huda Candi Sidoarjo is 6.87%.

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

A Method Based on Self-Study Log Information for Improving Effectiveness of Classroom Component in Flipped Classroom Approach

2016 ◽  
pp. 1818-1834
Author(s):  
Katsuyuki Umezawa ◽  
Takashi Ishida ◽  
Michitaka Aramoto ◽  
Manabu Kobayashi ◽  
Makoto Nakazawa ◽  
...  
Keyword(s):  
Active Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Group Learning ◽  
Learning Model ◽  
Achievement Test ◽  
Classroom Activities ◽  
Self Study ◽  
E Learning

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional roles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

From Content Engagement to Cognitive Engagement

2013 ◽  
Vol 4 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Hamdy A. Abdelaziz
Keyword(s):  
Graduate Students ◽  
Study Skills ◽  
Flipped Classroom ◽  
Cognitive Engagement ◽  
Learning Model ◽  
Convenience Sample ◽  
Web Based ◽  
Web Based Learning ◽  
Self Study ◽  
Experimental Group

The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A control group post-test only experimental design was applied in this paper to examine the effect of this new learning model on both self-questioning and self-study skills. To validate the suggested model, a convenience sample of graduate students studying an advanced statistics course was selected from the Distance Teaching and Training Program at the Arabian Gulf University during the second semester of the 2012/2013 academic year. The dependent variables in this research were measured by self-questioning skills scale and self-study skills scale. After designing and applying this new immersive Web-based learning model (PARR), findings revealed that using the flipped classroom through this immersive Web-based learning model has a statistical and practical impact on developing self-questioning and self-study skills among graduate students. Each student in the experimental group was able to master self-questioning skills needed to apply quantitative research data analysis knowledge and methods. In addition, each student in the experimental group scored more than theoretical average of the self-study skills scale. The results of this paper may increase the probability and genralizability of using flipped classroom to deliver other statistical course at all educational levels. The contribution of this research is that it qualifies the Web-based instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper will be of benefit to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.

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