THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL

2021 ◽  
Vol 10 (1) ◽  
pp. 56-67
Author(s):  
SANDA VEREŞ ◽  
ADRIAN-DANIEL MUNTEAN
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Learning Processes ◽  
High Time ◽  
Instructional Model ◽  
International Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Teaching Paradigm

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.

scholarly journals An Innovative Learning Model in Digital Age: Flipped Classroom

2017 ◽  
Vol 5 (11) ◽  
pp. 189 ◽  
Author(s):  
Mustafa Çevikbaş ◽  
Ziya Argün
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Innovative Teaching ◽  
Digital Revolution ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Different Characteristics

The study aimed to emphasize that digital revolution has crucial influences on the field of education as in many other fields. The relevant influences have led to radical changes in terms of teaching and learning approaches approved in the field of education. The students in our age have quite different characteristics when compared to the past, and their expectations have been shaped accordingly. Hence, it is quite difficult to draw interest and curiosity of the students today to learning activities through the traditional teaching approaches. Moreover, it is not easy to overcome some problems regarding teaching and learning by obsolete approaches. In this regard, the educators today show highly much interest in the innovative teaching approaches that address the needs of this age. One of those approaches is flipped classroom model. In this study, the conceptual and historical foundations of the flipped classroom model as being one of the popular instructional models in recent years, theoretical background of the model, and the advantages and disadvantages of the model in teaching processes were highlighted. Furthermore, interpretations concerning what kind of a role flipped classroom model would play to get over some problems in the field of education were included.

Totally Flipping Instruction Advantages, Alternative Models, and Challenges of a Flipped Classroom in K-12 and Higher Education

2021 ◽  
pp. 158-175
Author(s):  
Kelly M. Torres ◽  
Samantha Tackett ◽  
Meagan Caridad Arrastia-Chisholm ◽  
Jamie Landau
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Instructional Model ◽  
Academic Needs ◽  
Course Materials ◽  
Advantages And Disadvantages ◽  
Flipped Classrooms ◽  
K 12

The flipped classroom approach is becoming more widespread across K-12 and higher education classrooms. This blended learning instructional model has been found to be effective in engaging learners, creating active learning experiences, and providing students continual access to course materials. By completing these types of active learning experiences, students receive personalized learning opportunities that are more conducive to their academic needs. Through this instructional approach, educators are considered guides on the side instead of a sage on the stage. There are a vast array of advantages and disadvantages to integrating flipped classroom approaches. However, researchers have discovered that flipped classrooms are effective instructional methods that are well received by students but need to be designed carefully to ensure that learners review all required course materials prior to completing in-class activities.

scholarly journals Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Lindsay P. Galway ◽  
Barbara Berry ◽  
Timothy Takaro
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Instructional Model ◽  
Santé Environnementale ◽  
Health Course ◽  
Using Data ◽  
Groupe De Discussion

The flipped classroom instructional model has emerged as an alternative to conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons learned from flipping the classroom more broadly. Post-course survey data indicate that students had generally positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research. Le modèle pédagogique de la classe inversée a émergé comme solution de rechange à l’enseignement traditionnel par cours magistraux qui a dominé l’éducation supérieure pendant des décennies. En 2013, une cohorte d’étudiants en santé publique aux cycles supérieurs a participé à un cours inversé sur la santé environnementale et professionnelle. Nous présentons la conception, la mise en œuvre et l’évaluation de ce cours. À l’aide de données recueillies par l’entremise d’un sondage après le cours, lors de séances de discussion en groupe et d’observation en classe, nous examinons les perceptions qu’ont les étudiants du modèle pédagogique de la classe inversée et résumons les leçons tirées qui sont pertinentes pour les cours inversés en général. Les données du sondage réalisé après le cours indiquent que les étudiants avaient des perceptions pour la plupart positives du modèle pédagogique de la classe inversée. Quatre thèmes principaux ont émergé des données du groupe de discussion relativement aux perceptions sur la classe inversée : mise en application des connaissances, diffusion du contenu, innovation et lien entre les composantes en ligne et en classe. Ces résultats sont prometteurs et suggèrent que cette approche devrait faire l’objet de plus de considération et de recherche.

scholarly journals Establishing a Comprehensive English Teaching Pattern Combining the Communicative Teaching Method and the Grammar-Translation Method

2011 ◽  
Vol 4 (1) ◽  
pp. 76 ◽  
Author(s):  
Na Kong
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
New Method ◽  
Translation Method ◽  
English Teaching ◽  
Advantages And Disadvantages ◽  
Grammar Translation Method ◽  
Teaching Pattern ◽  
Definition Of ◽  
Communicative Teaching

Based on the current contradiction between the grammar-translation method and the communicative teaching method in English teaching, this paper, starting with clarifying the task of comprehensive English as well as the definition of the two teaching methods, objectively analyzes their advantages and disadvantages and proposes establishing a new method by fusing them with an elaboration on the reasonability of combining them in the practical teaching of comprehensive English with their complementary advantages.

scholarly journals Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom

2017 ◽  
Vol 10 (5) ◽  
pp. 243 ◽  
Author(s):  
Fan Zhang
Keyword(s):  
Teaching Methods ◽  
Evaluation System ◽  
Flipped Classroom ◽  
Information Technologies ◽  
College English ◽  
English Teaching ◽  
Classroom Time ◽  
Educational Information

Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies that can improve the quality of college English teaching may include: strengthening teacher training; reforming the previous teaching evaluation system; managing the pre-class and classroom time; correctly understanding the role of modern education technology in college English teaching; paying attention to convergence between teaching materials and teaching software; implementing a variety of teaching methods, and strengthening the interaction inside and outside of the classroom.

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

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>

scholarly journals Global Changes in Higher Education: Post-Covid Times

2021 ◽  
pp. 65-70
Author(s):  
J. P. Bayer ◽  
N. A. Churaev
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Global Education ◽  
Global Changes ◽  
Education Development ◽  
International Context ◽  
Modern Education ◽  
Advantages And Disadvantages ◽  
Political Interests ◽  
Coronavirus Infection

In this article we talk about education as a global phenomenon that includes many actors with their own political interests. In this regard, the question of the anthropological component of modern education, including in the international context, arises extremely sharply: what kind of person is formed by the new global education, to whom it applies, and what values it forms. Main trends in global education policy are defined. The formation of a global educational policy has not yet been completed, and the pandemic of coronavirus infection has brought both positive and negative aspects. We name both of them: the advantages and disadvantages of pandemic situation that shifted the global higher education into the different format. Also, we make the forecast on further higher education development.

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