scholarly journals Independence of Learning and Achievement of Learners' Cognitive Abilities in Thermochemical Materials through the Application of Flipped Classroom

2021 ◽  
Vol 7 (4) ◽  
pp. 523-530
Author(s):  
Ruhul Mukhlisa ◽  
Abdul Gani ◽  
Sri Winarni ◽  
Ibnu Khaldun ◽  
Latifah Hanum
Keyword(s):  
Cognitive Abilities ◽  
Flipped Classroom ◽  
Positive Relationship ◽  
Research Data ◽  
Independent Learning ◽  
Cognitive Achievement ◽  
Online Media ◽  
Measuring Instrument ◽  
Virtual Laboratories ◽  
Flipped Classrooms

The utilization of online media such as learning videos, e-books, e-libraries, and virtual laboratories as a source of independent learning by learners is still very low, as a result of which teachers are still the main source of learning. This shows the low independence of learning learners, even though independence is one-factor affecting learning achievement. The correct learning methods can increase the independence of learning learners, one of which is by applying flipped classrooms. This research aims to find out the effect of the application of flipped classrooms on learning independence and cognitive achievement of learners in thermochemical materials as well as the correlation of learning independence with the achievement of cognitive abilities of learners. This study is an experimental study with the design of two groups at random. The measuring instrument used is a matter of postest and learning independence questionnaire. The research data were analyzed using the SPSS for Windows program. The results found that learning independence and better achievement of cognitive abilities were shown in the group that applied the class upside down. There was a significant positive relationship between the achievement of cognitive ability and the independence of learning in both groups, both in classes that applied classes in reverse and in classes that did not apply inverse classes.

scholarly journals The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles

10.28945/4778 ◽  
2021 ◽  
Author(s):  
Entisar A Al Ghawail ◽  
Sadok Ben Yahia
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Face To Face ◽  
Class A ◽  
Economics Students ◽  
Class B ◽  
Flipped Classrooms ◽  
Higher Education Experiences

Aim/Purpose: This study aims to examine the effectiveness of the flipped learning approach in a computer principles course at Alasmarya Islamic University, Libya. Background: The reason for this consideration was to evaluate the viability of conventional lecture-based educational programmes versus the active learning of computer concepts in flipped classrooms for college economics students at the Alasmarya Islamic University. Methodology: The experiment was applied to two groups: one, class A, undertook the course through the traditional method, while the other, class B, undertook the course according to the flipped classroom model. Class A students had to attend a face-to-face classroom lecture, while Class B students had to watch a pre-recorded YouTube lecture before attending class. Findings: The findings show that students participating in the flipped classroom were satisfied with this model, which produced a positive effect on students’ achievements in higher education. The flipped model also has the ability to increase students’ motivation to teach themselves compared with the traditional model. Recommendations for Practitioners: This study recommends the use of flipped learning paradigm to teach in higher education in Libya, as the teachers who applied flipped learning may also provide students with the opportunity to practice and improve their independent learning.

scholarly journals Adoption of Flipped Classrooms in K-12 Education in Developing Countries: Challenges and Obstacles

2017 ◽  
Vol 12 (10) ◽  
pp. 147 ◽  
Author(s):  
Abubaker Kashada ◽  
Hongguang Li ◽  
Chong Su
Keyword(s):  
Developing Countries ◽  
Student Achievement ◽  
Flipped Classroom ◽  
Positive Relationship ◽  
Negative Relationship ◽  
Developing Nations ◽  
Left Behind ◽  
Flipped Classrooms ◽  
Research Questions ◽  
K 12

The popularity of flipped classrooms has been growing worldwide and developing nations have not been left behind. It is a model that reschedules time spent in an outside classroom and its main strength is the shifting of learning ownership from the teacher to the student. This study investigates the challenges and obstacles of adopting flipped classrooms in K-12 education in developing countries. The methodology used to identify the challenges facing flipped classroom adoption in developing countries was based on the three research questions. With this in mind, the study reviewed publications on the topic after searching them in the major databases. The results showed a positive relationship between adoptions of flipped classrooms to student achievement. However, students’ attitude had a positive, neutral and negative relationship to the adoption of flipped classrooms. Additionally, a set of challenges were identified in this study.

scholarly journals Kecenderungan Kepribadian Neurotisme Dan Perilaku Merokok

2017 ◽  
Vol 6 (2) ◽  
pp. 111-120
Author(s):  
Adik Putra ◽  
Suhadianto Suhadianto
Keyword(s):  
Positive Relationship ◽  
Smoking Behavior ◽  
Sampling Technique ◽  
Research Data ◽  
Measuring Instrument ◽  
Pearson Product Moment Correlation ◽  
Significant Positive Relationship ◽  
Analysis Technique ◽  
Age Range ◽  
The Relationship

Abstract            This study aims to determine the relationship between the tendency kepriadian neuroticism with smoking behavior. This study is a coresional study that aims to determine the relationship between the tendency of neurotic personality with smoking behavior. The study involved 180 young adults with age range 20 to 40 years who behaved smoking. Sampling is done by incidential sampling technique. The measuring instrument used to collect research data is the Scale of Personality Trend of Neurotism and the Scale of Smoking Behavior compiled by researchers in Likert scale type. The data of this research were analyzed using Pearson Product Moment correlation analysis technique. From the results of data analysis, it can be concluded that there is a very significant positive relationship between the tendency of personality of neurotism and smoking behavior shown by p = 0,000 (p <0,01) and correlation coefficient value r = 0,400, hence can be interpreted the higher score the personality trends of a person's neuroticism are also higher in smoking behavior.              Keywords: Personality Trends of Neuroticism, Smoking Behavior

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

scholarly journals Engineering Education through a Flipped Classroom Model

2018 ◽  
Author(s):  
David Wang ◽  
Adam Gomes
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Flipped Classroom ◽  
Core Curriculum ◽  
Engineering Students ◽  
Capstone Project ◽  
Variable Control ◽  
Flipped Classrooms ◽  
Comparison Of The Results ◽  
And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.  

scholarly journals Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

2017 ◽  
Vol 7 (1) ◽  
pp. 265 ◽  
Author(s):  
Ryan J. McGill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Cognitive Abilities ◽  
Reading Scores ◽  
Cognitive Achievement ◽  
General Factor ◽  
School Age ◽  
Chc Theory ◽  
Moderating Effects ◽  
Clinically Significant

Previously, Evans and colleagues (2001) utilized simultaneous multiple regression to examine relations between Cattell-Horn-Carroll (CHC; Schneider & McGrew, 2012) broad and narrow cognitive abilities and reading achievement across the school age span. Although their findings suggest that many broad/narrow abilities had clinically significant effects on reading achievement they failed to account for the potential moderating effects of the general factor. To account for these effects, the current study employed hierarchical multiple regression analysis to reexamine the relationships between CHC dimensions and reading achievement after controlling for the effects of the general factor with 4,722 participants ages 6-18 from the Woodcock Johnson III Psychoeducational Battery (WJ III; Woodcock, McGrew, & Mather, 2001a). Results from the present study indicate that the full scale GIA composite (as a proxy for g) consistently accounted for large effects across the school age span for all of the reading achievement variables that were assessed. Among the broad and narrow abilities, only Gc consistently accounted for meaningful proportions of reading scores beyond g. As a consequence, researchers are encouraged to give greater consideration to the dimensionality of broad and narrow CHC measures when examining cognitive-achievement relationships or they may risk over-interpreting the predictive effects associated with these indices. Potential implications for clinical application of CHC theory are also discussed.

Challenges to Overcome and Scaffolding to Build on

2019 ◽  
Vol 9 (3) ◽  
pp. 50-67
Author(s):  
Hao Yang ◽  
Zhiqiang Ma
Keyword(s):  
Teacher Perceptions ◽  
Flipped Classroom ◽  
Public University ◽  
Test Results ◽  
Learning Behavior ◽  
Long Term Effects ◽  
Exploratory Case Study ◽  
Flipped Classrooms

While current research on the flipped classroom generally focuses on test results and (or) student/teacher perceptions as a measurement of its pedagogical efficacy, students' adaptation to it and the essential conditions for its application are rarely explored. This exploratory case study aims to rectify this by examining how university students adapted to flipped classrooms implemented in a public university in East China. The findings suggest that while the flipped model is impeded by entrenched polarity between students in terms of their learning dispositions and academic competence, students do develop a prototype of theories of learning, a sense of better self through learning from their peers and an awareness of the importance of intrinsic motivation. A gradualist approach is thus proposed for implementing flipped classrooms, which requires longitudinal studies accordingly to understand its long-term effects on learning behavior hitherto left unexplored.

scholarly journals The elimination of anticipated written errors from L1 interference through flipped classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Napacha Prapawadee
Keyword(s):  
Flipped Classroom ◽  
Mother Tongue ◽  
Asynchronous Learning ◽  
Positive Attitudes ◽  
Thai Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Efl Students ◽  
Simple Sentences ◽  
Support Students

Several studies have been conducted on written errors discovered in an EFL classroom, and the findings are similar, and that common errors have been discovered in Thai students’ written work, so these studies conclude that the main cause of errors is L1 interference.  In addition, other related studies reveal that flipped classrooms can support students’ learning process.  It is due to the fact that these days, EFL students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited.  Therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on LMS to encourage the students to learn at their own pace and to engage students with class activities.  The online lessons and class activities are currently being implemented, and 25 freshmen participate in this study.  The questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities.  Also, a pre-test and post-test on simple sentences are used to investigate the students’ learning outcomes via the flipped classroom.  The findings from the pre- and post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement.  Also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom.Keywords: written errors; L1 interference; flipped classroom

scholarly journals IMPLEMENTASI E-LEARNING FLIPPED CLASSROOM SEBAGAI UPAYA PENINGKATAN KEMAMPUAN MAHASISWA DALAM MENDESAIN MATERI PENGEMBANGAN BAHAN AJAR NON CETAK

2021 ◽  
Vol 14 (1) ◽  
pp. 60
Author(s):  
Evi Susilawati ◽  
Imamul Khaira
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Teaching Material ◽  
Teaching Materials ◽  
Material Development ◽  
E Learning ◽  
Flipped Classrooms ◽  
Classroom Action Research

Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak melalui e-learning flipped classroom. Penelitian ini berjenis penelitian tindakan kelas (PTK) dengan mengikuti langkah-langkah penelitian yaitu: perencanaan, pelaksanaan, observasi, analisis dan refleksi. Subjek penelitian ini adalah mahasiswa semester V Program Studi Dosenan Pancasila dan Kewarganegaraan Fakultas Keguruan dan Ilmu Dosenan Universitas Islam Sumatera Utara pada tahun pelajaran 2020/2021. Pelaksanaan penelitian tindakan kelas ini dilakukan pada matakuliah  Pengembangan Bahan Ajar dengan jumlah mahasiswa 17 orang. Teknik pengumpulan data pada  penelitian ini menggunakan data kuantitatif. Alat pengumpulan data kuantitatif ini menggunakan instrumen materi pengembangan bahan ajar non cetak dengan menggunakan pilihan berganda yang diberikan secara online, sementara pada data kualitatif menggunakan hasil observasi kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak di kelas e-learning. Hasil penelitian ini menunjukkan terdapat peningkatan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak dengan menggunakan e-learning flipped classroom. Kata Kunci: Kemampuan Mahasiswa, Bahan Ajar Non Cetak, E-Learning Classroom  Abstract: This study aims to improve students' abilities in designing non-print teaching materials through e-learning flipped classrooms. This research is a classroom action research (CAR) by following the research steps, namely: planning, implementing, observing, analyzing and reflecting. The subjects of this study were students in the fifth semester of the Pancasila and Citizenship Lecturer Study Program, the Teaching and Lecturer Faculty of the Islamic University of North Sumatra in the 2020/2021 school year. The implementation of this classroom action research was carried out in the course of Teaching Material Development with a total of 17 students. Data collection techniques in this study using quantitative data. This quantitative data collection tool uses non-printed teaching material development materials instruments using multiple choices provided online, while the qualitative data uses observations of students' abilities in designing non-print teaching material development materials in e-learning classes. The results of this study indicate that there is an increase in the ability of students in designing non-print teaching materials development materials using e-learning flipped classrooms. Keywords: Student Activity, Non-Printed Teaching Materials, E-Learning Flipped Classroom 

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