scholarly journals Integration of the Presentation of Educational Material in the Flipped Learning Model

2020 ◽  
Vol 29 (5) ◽  
pp. 85-94 ◽  
Author(s):  
L. M. Manakova
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Educational Material ◽  
Flipped Learning ◽  
Specific Topic ◽  
Philosophical Foundations ◽  
Conceptual Changes ◽  
Four Blocks ◽  
The University ◽  
Multimedia Learning Environment

The article addresses the issue of integrating forms of educational material in flipped learning of the university students. Research ideas concur (and possibly develop) the thesis of conceptual changes in flipped learning stated in an article by I.I. Gnutova “From Flipped Classroom to Flipped Learning: Evolution of the Concept and Its Philosophical Foundations” (Vysshee obrazovanie v Rossii. Vol. 29, no. 3, pp. 86-95). The model of the flipped learning of the discipline involves the presentation of its content in four blocks, where the objectives and teaching methods are different. In order to ensure the establishment of associative links in the organization of mastering the content of these blocks, it is necessary to integrate the forms of educational material that are used in them. The main result of the study are: an effective way to integrate educational material in an flipped learning is the selection or creation of its forms, organizing the educational activities of students based on the logical analysis of the text in the textbook as the main means of learning. As a result, there is a new educational text as an original remix of the text from the textbook, which constitutes a multimedia learning environment for a specific topic.

scholarly journals The Flip Classroom Learning on Design Student's Performance: An Analysis

2016 ◽  
Vol 4 (4) ◽  
pp. 87-94
Author(s):  
Mahesh Chandra Babu Jampala
Keyword(s):  
Critical Thinking ◽  
New Media ◽  
Communication Skills ◽  
Flipped Classroom ◽  
Learning Performance ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Media Technology ◽  
Before And After ◽  
The University

Objective- The objective of this research paper is to examine whether flipped learning would improve the performance of the 3rd year undergraduate design students compared to the traditional classroom learning. Methodology/Technique- The performance of the students was assessed based on the parameters: communication skills, understanding of the concepts, teamwork, critical thinking, sharing the data, exploration of concepts, creative outcomes and engaging the problems. Students were provided different tools, case studies, video presentations and foundational concepts. The experimentation was conducted before and after implementation of flipped classroom. Findings - The study revealed that final marks were gradually increased and nearly 80% students were satisfied with this way of learning. It was also observed that 82% students improved the communication skills, improved the critical thinking and helps to solve problems by themselves and started exploring new concepts. The study also focuses on the challenges on the adaptation of flipped learning among students and teachers. Novelty - The use of the flipped classroom is one of the most emerging new media technology in the university. Type of Paper - Empirical Keywords - New Media Technology, Flipped learning, Performance, Self-learning, Classroom teaching.

scholarly journals From Flipped Classroom to Flipped Learning: Evolution of the Concept and Its Philosophical Foundations

2020 ◽  
Vol 29 (3) ◽  
pp. 86-95 ◽  
Author(s):  
I. I. Gnutova
Keyword(s):  
Learning Process ◽  
Education System ◽  
Flipped Classroom ◽  
Transformation Process ◽  
Flipped Learning ◽  
Economic Changes ◽  
National Education ◽  
Philosophical Foundations ◽  
National Education System ◽  
Personalized Approach

Flipped learning is actually considered as one of the most discussed educational concepts. The Russian researchers mainly focus on the technology of the flipped learning method and analyze the recent practice of its application at all levels of national education system. The purpose of the present article is to explore the theoretical backgrounds of the flipped learning. based on groundwork literature on flipped learning and related concepts and using a descriptive method of study the paper explores the fundamental features of the flipped learning, outlines the main steps in the development of this educational technology and shows its evolution from the basic “flipped classroom” model to the modern “flipped learning” concept. Today we still can see a simplified understanding of the “flipped classroom” technology, which reduces it to a simple inversion of homework and classroom work. The paper shows that while using the inversion of homework and classroom work as the base principle, the flipped learning implies more conceptual changes in the learning process, namely, a radical rethinking of the role of the teacher, the student and the content of their face-to-face time. Flipped learning can be considered as a kind of educational meta-strategy that creates optimal conditions for the application of a personalized approach to learning, as well as of all the basic tactics of active learning. The relevance of the work is due to the need to adapt the learning process in higher education to the changes in the national education system, as well as to global socio-economic changes. The article contributes to the positive attitude to the current transformation process in national education, and provides Russian practitioners with a theoretical basis and explanation of some of the critical issues of flipped learning.

Flipped learning in the workplace

2015 ◽  
Vol 27 (2) ◽  
pp. 162-172 ◽  
Author(s):  
Allison Nederveld ◽  
Zane L. Berge
Keyword(s):  
Literature Review ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Flipped Learning ◽  
Student Centered ◽  
Content Type ◽  
Definition Of ◽  
K 12 ◽  
The University ◽  
Learning Professionals

Purpose – The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is “flipped”. Flipped learning and the flipped classroom are hot topics that have emerged in K-12 education, made their way to the university and are now being noticed by the corporate world. Unfortunately many learning professionals have misconceptions about what it really means to flip a learning experience, and little literature exists to support implementation of flipped learning in the workplace. Design/methodology/approach – The methodology adopted in this article is a literature review. Findings – The paper presents several tools for moving lecture outside of the classroom and for making class time more student-centered through active learning techniques. Practical implications – This paper discusses the benefits and challenges of a flipped learning approach, both in general and specifically in the workplace. Additionally, the paper explores several case studies of flipped learning use in the workplace. Originality/value – The paper is a literature review that explores the definition of flipped learning as a learner-centered approach to education and looks at two models of flipped learning with applicability to workplace settings.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

scholarly journals University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

2020 ◽  
Vol 10 (10) ◽  
pp. 275
Author(s):  
Ernesto Colomo-Magaña ◽  
Roberto Soto-Varela ◽  
Julio Ruiz-Palmero ◽  
Melchor Gómez-García
Keyword(s):  
Flipped Classroom ◽  
Education Students ◽  
Time Optimization ◽  
Educational Processes ◽  
Constant Change ◽  
Relevant Role ◽  
Educational Sciences ◽  
The University ◽  
Validated Instrument ◽  
Positive Evaluation

In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample.

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.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

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.

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