scholarly journals Using Flipped Classroom Model: Factors Influencing Students’ Satisfaction

2021 ◽  
Vol 2 (2) ◽  
pp. e02112
Author(s):  
Kamaludeen Samaila ◽  
Mona Masood ◽  
Kien Tsong Chau
Keyword(s):  
Flipped Classroom ◽  
Factors Influencing ◽  
Students Satisfaction

scholarly journals Regression Analysis on Factors Influencing Students’ Satisfaction towards Program Courses

2016 ◽  
Vol 9 (17) ◽  
Author(s):  
Nurulhaida Zakaria ◽  
Rozila Umar ◽  
Wan Husna Aini Wan Deraman ◽  
Sharifah Sakinah Syed Abd Mutalib
Keyword(s):  
Regression Analysis ◽  
Factors Influencing ◽  
Students Satisfaction

Towards a Flipped Classroom Based on a Context-Aware Mobile Learning System (FC-CAMLS)

2020 ◽  
pp. 43-56
Author(s):  
Mahnane Lamia ◽  
Hafidi Mohamed
Keyword(s):  
Mobile Learning ◽  
Structural Equation ◽  
Flipped Classroom ◽  
Learning System ◽  
Equation Modeling ◽  
Context Aware ◽  
Course Content ◽  
Positive Effects ◽  
Mobile Learning System ◽  
Students Satisfaction

The approach proposed in this chapter called flipped classroom based on context-aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. Firstly, the authors present a quantitative analysis by means of structural equation modeling to analyze the causal relationships of knowledge, skills, and motivation with students' satisfaction. Secondly, they confirm that the proposed flipped classroom has positive effects on students' knowledge, skills, and motivation. Finally, the research provides useful results that the use of the context dimensions and learner feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.

scholarly journals Fostering the Usage of Flipped Classroom: Student Engagement, Student Content Interaction and Student Motivation

2018 ◽  
Vol 7 (4.38) ◽  
pp. 1350
Author(s):  
Yusrina Hayati Nik Muhammad Naziman ◽  
Nadia Farleena Mohd Aznan ◽  
Siti Maziah Ab Rahman ◽  
Nor Haryanti Md Nor ◽  
Syukurriah Idrus
Keyword(s):  
Digital Media ◽  
Student Motivation ◽  
Random Sampling ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Data Cleaning ◽  
Pearson Correlation ◽  
Normality Test ◽  
Factors Influencing ◽  
Structured Questionnaire

Teaching and learning nowadays is different from past. Together with their environment where the students can easily have connected to internet and digital media make them ease to be technology savvy. Thus, flipped classroom become the option to the lecturer to change methods of teaching. However, there are lacked discussions in innovating teaching approach particularly in marketing. Hence, the objectives of this study to examine factors influencing the usage of flipped classroom and which factors contribute most to the usage of flipped classroom. The sampling of the data used is sample random sampling. The researcher will have used the structured questionnaire and divided into five sections including the demographic section. The study will analyze normality test, data cleaning, reliability test, descriptive and frequency analysis, Pearson correlation and Multiple Regression to test the hypothesis. Apparently, the expected result will be used to recommend in order having better understanding in student’s learning particularly in using technology.      

scholarly journals Content-based instruction in the flipped classroom to enhance EFL learners’ intercultural communicative competence

2021 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Rohmy Husniah ◽  
Nicholas Lischynsky ◽  
Abdul Ghani Abu ◽  
Farah Natchiar
Keyword(s):  
Flipped Classroom ◽  
Qualitative Data ◽  
Communicative Competence ◽  
Private University ◽  
English Department ◽  
Classroom Setting ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Based Instruction ◽  
Students Satisfaction

The use of educational technology has given rise to the flipped classroom in providing learners with opportunities for active learning and engaging with material inside and outside class. Many previous studies have reported students’ satisfaction in using the flipped classroom for medical, math, and English courses; however, research on using flipped classroom to enhance learners’ intercultural communicative competence (ICC) in the EFL classroom remains insufficient. Therefore, this paper studies a one-semester project in which learners developed their ICC skills through content-based instruction (CBI) in a flipped classroom setting. Twenty-six students in the English department of a private university in Indonesia participated in this study. Using qualitative data analysis, the results show that CBI and flipped classroom improved the participants’ ICC significantly. These results could be valuable for those who wish to conduct similar research.

scholarly journals INVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING

2015 ◽  
Vol 3 (2) ◽  
pp. 9-16
Author(s):  
Brenda L Killingsworth ◽  
Yajiong Xue
Keyword(s):  
United States ◽  
Team Teaching ◽  
Online Survey ◽  
Collaborative Teaching ◽  
The United States ◽  
Key Factors ◽  
Factors Influencing ◽  
Teaching Design ◽  
Students Satisfaction ◽  
Teaching Setting

Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaboratively. Students enrolled in the team-taught course filled out an online survey targeted at identifying key factors that influence student-based outcomes (satisfaction and competency) in the course. Results showed that instructor team mission clarity, affiliation, and fairness are significantly related to students’ satisfaction while instructor team mission clarity and fairness are significantly related to students’ competency.

scholarly journals Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0254478
Author(s):  
May Nak Lau ◽  
Yasmin Kamarudin ◽  
Nor Nadia Zakaria ◽  
Saritha Sivarajan ◽  
Norhidayah @ Nor Zahidah Mohd Tahir ◽  
...  
Keyword(s):  
Crossover Study ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Dental Students ◽  
Orthodontic Wire ◽  
Perceived Satisfaction ◽  
Significant Difference ◽  
Live Demonstration ◽  
Students Satisfaction

Flipped classroom may overcome weaknesses of live demonstration in teaching orthodontic wire-bending. This study aims to compare the effectiveness between flipped classroom and live demonstration in transferring skills for fabricating Adams clasp. Forty third-year undergraduate dental students were assigned to two groups. The students in group LD (n = 20) attended a live demonstration while students in group FC (n = 20) attended a flipped classroom. Both groups were taught on skills to fabricate Adams clasp in a standardised way. Each student from both groups were asked to submit an Adams clasp for a blinded quality assessment by two trained and calibrated assessors using a 18-item rubric, followed by validated students’ satisfaction questionnaires to evaluate their perceived satisfaction on the teaching method received. A crossover study was then conducted three weeks later where LD attended a flipped classroom while FC attended a live demonstration. Students’ satisfaction questionnaires were again collected from each student for blinded analysis. Mean scores for the quality of Adams clasp were 9.775 and 9.125 for LD and FC, respectively. No significant difference was detected between the two groups. Statistically significant association was found for one statement on the questionnaire, “I found the classroom arrangements conducive for the wire-bending activity” (p = 0.010). No significant differences were found between the two groups for other statements (p > 0.05). In conclusion, within the limitations of the study, flipped classroom is equally effective as conventional live demonstration in transferring orthodontic wire-bending skills for fabrication of Adams clasp. However, students perceived the classroom arrangements during the flipped classroom significantly more conducive for teaching orthodontic wire-bending.

Contributions of Flipped Classroom Method to Student Learning

2020 ◽  
Vol 10 (3) ◽  
pp. 12-30
Author(s):  
Emad Ahmed Abu-Shanab ◽  
Laila Fawaz Anagreh
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Social Influence ◽  
Flipped Classroom ◽  
Coefficient Of Determination ◽  
Educational Institutions ◽  
Innovation Development ◽  
New Methods ◽  
Factors Influencing

Educational institutions are striving for new methods for effective teaching. Flipped classroom (FC) method is one of the new trends spreading in higher education and attracting more instructors. This study aims at exploring the factors influencing the adoption of such a method and its benefits and challenges based on students' perceptions. The literature review suggested a few factors like benefits, enjoyment, innovation development, and social influence as major predictors of flipped classroom adoption. Responses from a sample of 200 students from Qatar University supported all predictors except the role of FC benefits in influencing the adoption. The model explained 62.9% of the adoption variance based on the coefficient of determination value. The authors conducted analysis on items and constructs levels to give more insights on the issues covered in this paper.

Exploring Factors Affecting Users' Satisfaction Toward E-Learning Systems

2018 ◽  
Vol 14 (1) ◽  
pp. 44-57 ◽  
Author(s):  
Qais Hammouri ◽  
Emad Abu-Shanab
Keyword(s):  
Technology Acceptance ◽  
Cognitive Theory ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Coefficient Of Determination ◽  
System Quality ◽  
Perceived Ease Of Use ◽  
Factors Influencing ◽  
E Learning ◽  
Students Satisfaction

E-learning is emerging as the new phenomenon of modern education. Universities are adopting e-learning as a strategy for the improving the teaching/learning process. The primary question addressed in this paper is related to the factors influencing the adoption of e-learning. An integrated model was used to explore the factors influencing students' satisfaction with e-learning in Jordan. The model adopted five variables from the technology acceptance model, Delone and McLean model and the social cognitive theory to predict students' satisfaction with e-learning. A sample of 386 students was utilized and an instrument with 30 items was used. Results indicated that perceived ease of use, perceived usefulness, system quality, information quality, and computer self-efficacy are major factors influencing students' satisfaction. The coefficient of determination estimated to be 0.498, and yielded a full support of all proposed hypotheses. Conclusions and future work are reported at the end of this study.

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