scholarly journals Engineering Students’ Perceptions and Acceptance of the Online Flipped Classroom for Learning during the COVID-19 Pandemic

2021 ◽  
Vol 9 (3) ◽  
pp. 52-62
Author(s):  
Nor Fadhillah Mohamed Azmin ◽  
Mohd Firdaus Abd Wahab ◽  
Farah Ahmad ◽  
Ani Liza Asnawi ◽  
Ahmad Zamani Jusoh ◽  
...  

This article reports on the results of an open-response survey sent out to IIUM Engineering students to elicit their thoughts and views about learning their courses online via the flipped learning mode. The decision to take academic courses online was brought about by the COVID-19 pandemic which has forced many sectors, including the education sector, to either cease operations or make changes to their approaches. Hence the objective of the survey was to explore Biochemical Engineering students’ perceptions and acceptance of online flipped learning during the COVID-19 pandemic. Responses were collected from 80 Year 2, 3 and 4 students of Engineering at the IIUM. The results showed an overwhelming acceptance of online flipped learning among the students where only a small percentage of 2.7% completely rejected it as a preferred online learning mode. A majority of the students expressed a reserved acceptance (64.9%) of it, while 27% accepted it unconditionally. A major concern that emerged from the findings was uncurated and poor selection of videos for students to study before class meetings. This suggests that the flipped classroom approach can result in ineffective online learning if it is not designed carefully. The findings have significant implications on the technological skills and pedagogical readiness of university lecturers to design and deliver online flipped learning in an effective manner.  

Author(s):  
Sonia Gouri

Once Dr. Bob Kizlik had said that learning, regardless of how it is defined, is ultimately the responsibility of the learner, not the teacher. Today problem based learning with appropriate use of ICTs has emerged to achieve the objectives of learning in a more effective manner since teaching-learning process has also become learner-centered now. We are moving towards the new techniques of quality teaching by using digital pedagogy, a new way of engaging students with the curriculum. One such instructional strategy of teaching is a flipped class room- a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. Present paper focuses on the significance of using digital pedagogy & flipped classroom in teaching-learning process, which changes homework activities into the classroom thereby, promotes sustainable learning since this is relevant and responsive to students’ needs. KEYWORDS- Flipped learning; Pedagogy, Digital; Sustainable


2020 ◽  
Vol 7 (4) ◽  
pp. p36
Author(s):  
Tiffany Ko ◽  
Lisa Y. N. Law ◽  
Theresa Kwong ◽  
Eva Y. W. Wong

“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.


2016 ◽  
Vol 12 (2) ◽  
pp. 93
Author(s):  
Majed Khodr ◽  
Lee Waller

<p>The aim of this study was to analyse student responses to the introduction of flipped learning methodology at an institution of higher education in the northern region of the United Arab Emirates to identify potential relationships between and among the responses and to determine underlying factors guiding the responses. A survey questionnaire was developed by a team of faculty and sent to students via online survey software. The analysis employed dimension reduction techniques to ascertain underlying factors guiding responses. Two major factors were identified: (1) the focus on educational benefits of the methodology and (2) the instructional relevance of the flipped classroom approach. The study concluded that flipped learning methodology can be useful for improving learning and holds the potential to more adequately engage today’s learners. </p>


2019 ◽  
Vol 1 (2) ◽  
pp. 143-149
Author(s):  
Daniel Febrian Sengkey ◽  
Sary Diane Ekawati Paturusi ◽  
Alwin M. Sambul

Advancements in Information Technology have lead the world to new ways of life including in the education field. Nowadays we have various types of computer and Internet-assisted learning. With the booming of blended learning, here comes the flipped classroom environment, where students are expected to learn even before the conventional class meetings started. In this study, we address the question of how students behave toward various learning materials packaged in 3 types of media: text and images, slide shows with audio narration, and slide shows with the appearance of the lecturer. Based on our samples the findings are surprising: some students never made access before the class; and on the other hand, the text-and-image-based learning materials have the highest number of pre-classroom access.


2021 ◽  
Vol 11 (5) ◽  
pp. 19
Author(s):  
Gulsum Asiksoy ◽  
Serhat Canbolat

The flipped learning is a widely-used teaching method that increases the interaction between the instructor and the students by changing the in-class instructional time and the out-of-class practices. In this method, if students come to the class without studying the pre-course materials, this might lead to failures in its application. Besides, the gamified flipped learning environment was obtained by integrating the gamification elements in the pre-class phase of the flipped learning. The effects of teaching in this environment on students’ online behaviors and achievements were investigated. The participants were fourth-year undergraduate petroleum and natural gas engineering students enrolled in a natural gas engineering course. A true-experimental design was used in the study. Data were collected from a natural gas concept test, weekly quizzes, and data logs from Moodle. The research results indicated that teaching in the gamified flipped learning method showed a significant increase in the students’ participation in the pre-class activities of the flipped learning compared to the control group. Moreover, there was a significant increase in the achievement levels of the experimental group as compared to the control group. Based on these findings, the use of gamification elements in the pre-class phase of the flipped learning method can have a positive effect on the pre-course online behavior engagements of students. Furthermore, it was determined that it has a positive effect on the achievements of students who completed the method.


10.28945/4500 ◽  
2020 ◽  
Vol 19 ◽  
pp. 041-063
Author(s):  
Ying Xiu ◽  
Penny Thompson

Aim/Purpose: This study aims to explore the relationship between motivation and students’ perspectives, learning performance, and use of online course materials in flipped classrooms. Background: The flipped classroom model is an innovative instruction method that has limited research to date exploring its impact on motivation. It remains unknown if the same motivation patterns exist in flipped classrooms as in purely face-to-face or online learning environments. Methodology: Fifty-nine undergraduate students’ expectancy beliefs (control beliefs about learning, self-efficacy) and value beliefs (task value, intrinsic motivation, extrinsic motivation) were measured by subscales adapted from Motivated Strategies for Learning Questionnaire. Students’ final grade percentage represented their learning performance. Regression analysis was used to explore the ability of motivational characteristics to evaluate how well the five motivational subscales predicted participants’ perspectives of a flipped class. Contribution: The results of this study suggest that students have similar motivation patterns regarding their learning performance in flipped classrooms as in traditional or online classrooms. Overall, students reported positive motivational beliefs towards a flipped classroom. Findings: Results indicated that students in a flipped classroom also show a positive correlation with motivation regarding their learning performance as in traditional or online classrooms. Self-efficacy is a significant predictor of both students’ academic achievement and perceptions of the flipped classroom. Overall, students had positive attitudes towards the flipped model but indicated neutral attitudes when asked if they wished to take another class taught in a flipped format. Recommendations for Practitioners: The findings suggested that instructors should set up pre-class activities related to credits that account for the course grade to reinforce students’ effort spent on course preparation. The results of this study suggest that students’ previous experiences of flipped classrooms and online learning may not always affect their motivational beliefs, learning performance, and perceptions of the course format in a flipped classroom. However, a large number of online materials may cause fatigue and make students unwilling to use all the online materials. Recommendation for Researchers: The flipped classroom model is a valuable teaching strategy that can be applied at any educational level to maximize learning time, but continuing research is needed in the field to improve the effectiveness of this approach and facilitate learning among all students, including those with low self-efficacy beliefs or overall motivation. Impact on Society: While the flipped learning model challenges instructors to shift emphasis from providing content to designing active learning experiences, this role remains vitally important for facilitating in-class activities, scaffolding out-of-class preparation, and effectively implementing the flipped design. Future Research: This research did not use control experiments to eliminate other confounding variables. This study explored relationships between motivation and flipped learning but did not prove cause and effect. Whether students in a non-flipped learning classroom have a higher or lower motivation is still unknown and more empirical studies are still needed in the field for assisting instructors who want to adopt this teaching style with better practices.


SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu

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.


Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos

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.


2011 ◽  
Vol 18 ◽  
pp. 39-48 ◽  
Author(s):  
Nur Tantiyani Ali Othman ◽  
Rahaiza Misnon ◽  
Siti Rozaimah Sheikh Abdullah ◽  
Noorhisham Tan Kofli ◽  
Siti Kartom Kamarudin ◽  
...  

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