Case of New Teaching Method : Flipped Learning in Managerial Accounting Class

2019 ◽  
Vol 28 (1) ◽  
pp. 259-284
Author(s):  
Sora Yoon
Keyword(s):  
Teaching Method ◽  
Flipped Learning ◽  
Managerial Accounting

Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

scholarly journals Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

2019 ◽  
Vol 11 (21) ◽  
pp. 5968 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Antonio José Moreno Guerrero ◽  
Juan Antonio López Núñez
Keyword(s):  
Secondary Education ◽  
Ad Hoc ◽  
Teaching Method ◽  
Preschool Education ◽  
Traditional Teaching ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Primary And Secondary Education ◽  
Data Collection Instrument ◽  
Autonomous Management

The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals Learning Attitudes and Resistance to Learning Language in Engineering Students

2019 ◽  
Vol 8 (10) ◽  
pp. 2085-2091 ◽  
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
Engineering Students ◽  
Teaching Method ◽  
Personality Development ◽  
Flipped Learning ◽  
Extra Effort ◽  
Learning Attitudes ◽  
Initial Block ◽  
Learning Language

This paper a part of a larger study on the effects of blended learning, it describes classroom experiences from a teacher and learner and details the action research on 250 students who were administered a course on Communication Skills & Personality Development to the Third Year Engineering Students at HITS Chennai, India. The regular parameters of conducting a course such as {a} attendance, {b} performance based results {c} on time submission of tasks and {d}engaging them in class activities became more challenging to the researcher because of the attitude that the scholars presented towards language learning. This ranges from non-acceptance of any new format of teaching, unwillingness to put in extra effort, inhibition stemming from the perception of their peers. To that end the teaching method and assessment were developed that included constructivism, social constructivism and problem-based learning as pedagogy. The programme designed also integrated flipped learning, peer and self-reviews, consistent marking structures based on the Vygotsky Activity Theory. The results confirm initial and strong resistance towards the methodology, lack of physical, emotional and mental input, initial fear and shyness towards the perception of others. Post the initial block what followed was an environment of support, continuous motivation that stemmed from their own activity and creation of learning resources by the scholars

scholarly journals Peer Instruction in a Flipped Learning Environment: Investigating ESL Students’ Critical Thinking Performance in Argumentative Essay Writing

2021 ◽  
Vol 4 (2) ◽  
pp. 51-70
Author(s):  
Amreet Kaur Jageer Singh ◽  
Raja Nor Safinas Raja Harun
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Group Work ◽  
Teaching Method ◽  
Peer Instruction ◽  
Control Group ◽  
Flipped Learning ◽  
Esl Students ◽  
Essay Writing ◽  
Pair Work

Research shows that peer instruction and flipped learning help ESL/EFL students compensate for their shortcomings in their language, support the language learning process, and facilitate social interactions and collaboration between teachers and students in the class. Despite this, there has been little research into whether upper-intermediate ESL students can benefit from the use of peer instruction in a flipped learning environment in enhancing critical thinking performance in argumentative essay writing. This current study tests this hypothesis. A total of 120 English Proficiency 4 (EP4) students from a teacher education university in Malaysia were equally divided into two experimental groups (pair work and group work) and a control group (conventional teaching method). The experimental groups’ activities included a focus on different modes of peer instruction (pair work/group work) and flipped learning, while the control group’s did not. Two research instruments were employed in this study: pre- and post-tests and a holistic scoring rubric. The critical thinking aspect was adapted from Stapleton and Wu (2015) and Toulmin’s model of argumentation (2003). Descriptive and inferential statistics, namely, one-way analysis of variance (ANOVA) was computed using IBM SPSS Statistics 26. Overall, compared to the control group, both experimental groups (pair work and group work) performed better in mean scores for critical thinking in the posttest. The result of the study suggests that the use of peer instruction in a flipped learning environment can be an alternative teaching method to enhance the students’ critical thinking in argumentative essay writing and offer implications for ESL students, language instructors, and researchers.

scholarly journals Influence of Flipped Classroom in enhancing Achievement in Chemistry of the students of XI Standard

2020 ◽  
Vol 8 (1) ◽  
pp. 221-225
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Cognitive Domain ◽  
Flipped Learning ◽  
Class Time ◽  
Use Of Technology ◽  
Flipped Classrooms ◽  
Conditions Of Learning ◽  
Experimental Group

Technology is the systematic application of scientific knowledge about teaching and learning and conditions of learning to improve the efficiency of teaching and training. The flipped classroom as “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities may be useful for information literacy instruction.” That means that there is much more use of technology for the Flipped Learning Studies on flipped classrooms were based on Bloom’s revised taxonomy of the cognitive domain, which provides six levels of learning. The study was conducted on 180 students of xi standard for enhancing achievement in organic chemistry. The findings indicated that there were significant gains in the mean scores of the experimental group

scholarly journals An analysis of using flipped learning in Higher Education: ‘How flipping difficult can it be?’

2016 ◽  
Author(s):  
Gareth Bramley
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Critical Analysis ◽  
Teaching Method ◽  
Flipped Learning ◽  
Academic Literature ◽  
The Subject ◽  
The University ◽  
Law Degree ◽  
Large Investment

This paper aims to provide a critical analysis of using flipped learning as a teaching method in Higher Education.A study of using filpped learning was carried out within the context of a module on the undergraduate law degree programme at the University of Sheffield.Prior to the study, flipped hearing had not been attempted on an undergraduate law module at the University.Sutdents undertaking the module were asked to complete a survey, and quantative comments were collated. These results will be presented and analysed in this paper. This paper also draws on academic literature to compare perspectives of incorporating this method of teaching into the HE curriculum.This paper summarises the reasons for carrying out the study, together with the key findings from this study. The key conclusions of the paper focus primarily on the benefits of incorporating flipped learning into teaching - with the central benefits being deeper learning for students, and increased engagement in the subject matter. The paper also comments on some of the challenges of this teaching method - the central challenges being the need for consistency and clear signposting, together with a large investment of time by staff in implementing such a teaching method.

scholarly journals Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

2021 ◽  
Vol 58 (1) ◽  
pp. 5422-5430
Author(s):  
Christ Helan I, Dr. K. Anbazhagan
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Poor Quality ◽  
Control Group ◽  
Flipped Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is  found  that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.

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