Comparison of learning processes and outcomes according to levels of academic involvement in a computer operating systems course using a flipped learning approach

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

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Effectiveness of Gamification in Flipped Learning

SAGE Open ◽

10.1177/2158244020979837 ◽

2020 ◽

Vol 10 (4) ◽

pp. 215824402097983

Author(s):

Abdullah Yasin Gündüz ◽

Buket Akkoyunlu

Keyword(s):

Online Learning ◽

Learning Environment ◽

Qualitative Data ◽

Control Group ◽

Online Learning Environment ◽

Learning Approach ◽

Interaction Data ◽

Flipped Learning ◽

Online Environment ◽

Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v5i2.1728 ◽

2020 ◽

Vol 5 (2) ◽

pp. 393

Author(s):

Eka Duriyatul Muhlisoh ◽

Asih Santihastuti ◽

Eka Wahjuningsih

Keyword(s):

Language Learning ◽

Technology Acceptance ◽

Technology Acceptance Model ◽

Flipped Classroom ◽

Learning Processes ◽

Flipped Learning ◽

Learning Platform ◽

Writing Class ◽

E Learning ◽

Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

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MALAYSIAN TEACHERS’ PERCEPTION AND CHALLENGES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING APPROACH

Asian People Journal (APJ) ◽

10.37231/apj.2020.3.2.196 ◽

2020 ◽

Vol 3 (2) ◽

pp. 62-76

Author(s):

Nurul Ainna Hashim ◽

Nurliana Dalila Shaari

Keyword(s):

Flipped Classroom ◽

Classroom Teachers ◽

Learning Approach ◽

Flipped Learning ◽

Teachers Perceptions ◽

Efl Teachers ◽

Fast Development ◽

History Of ◽

Lecture Session ◽

Structured Questionnaire

Flipping the classroom has given a lot of attention by many studies nowadays. Driven in by the technology widespread and its fast development, the flipped classroom is one of the recent trending in teaching practices. Therefore, this paper aims to investigate teachers’ perceptions and challenges towards the implementation of flipped learning approach. Several research studies showed that using flipped learning approach increases students’ understanding and confidence in learning. Flipped classroom allows students to have their own time of video-based (Vodcast) lecture session following with in-class exercises and practices. This paper briefly discusses on the history of flipped classroom, teachers’ perception and challenges issues of flipped learning approach to ESL/EFL teachers. A structured questionnaire was carried out to find out teachers’ perception and challenges in flipped learning approach to ESL/EFL teachers. The sample in this study consists of 50 respondents which are 9 males and 41 females. The results show that most teachers agreed that they find teaching through online is useful. It can be said that the biggest teachers’ challenge in implementing flipped learning approach as they feel teachers’ feedback is very important in the flipped learning classroom. Meanwhile, there is no significant relationship between teachers’ perception and teachers’ challenges. Keywords: ESL setting, Flipped Classroom, ICT in education, Teachers’ perception, Vodcast

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Participatory and Appreciative Adult Learning and Reflection in Virtual Environments

Encyclopedia of Information Communication Technologies and Adult Education Integration ◽

10.4018/978-1-61692-906-0.ch026 ◽

2010 ◽

pp. 435-450

Author(s):

Simona Marchi ◽

Emma Ciceri

Keyword(s):

Adult Learning ◽

Virtual Environments ◽

Critical Reflection ◽

Learning Processes ◽

Learning Approach ◽

Information Communication ◽

Participatory Learning ◽

Partnership Development ◽

Individual Capacity ◽

The Individual

Information Communication Technology, largely thanks to the development of web 2.0 resources, has encouraged the development of participatory learning processes beyond the logic of the individual learning/learners. Moreover, it has allowed the transition from a learning approach based on the development of individual capacity of critical reflection on experiences to an appreciative approach of learning, based on value creation, creativity, innovation, and based on the valorizationof the positive aspects of individual and collective experiences. These aspects will be approached with regard to the contribution offered by PAAR’s (participatory and appreciative action and reflection) theoretical and methodological perspectives and to the most recent contributions coming from learning in virtual environments. Eventually, we will suggest a facilitating model of learning partnership development in online environments.

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