scholarly journals Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

2022 ◽  
Vol 12 ◽  
Author(s):  
Hong-Ren Chen ◽  
Wen-Chiao Hsu

Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design.

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 


2021 ◽  
Vol 7 (1) ◽  
pp. 33
Author(s):  
Jamilah Jamilah ◽  
Tri Sukitman ◽  
Mulyadi Mulyadi

Today's digital age has an important impact on education. One of the learning models to increase the motivation of learners in learning in the digital era is flipped learning with reverse learning models. This research is a type of literature research. This research data source uses a variety of literature from various journals. Data analysis in this study uses content analysis. The results of this study show that the application of flipped classroom in the digital era has been able to increase students' learning motivation both at school and at home. Because students have studied the learning material before entering the class which means that the teacher is no longer dominant in controlling the class so that the interaction between the teacher and students becomes better and is very enjoyable in learning. Therefore when designed effectively, the flipped classroom method can increase the students' motivation towards the course. Also, suggestions for practitioners were discussed in this study


2019 ◽  
Vol 8 (1) ◽  
pp. 43-47
Author(s):  
C Manoharan ◽  
S Birundha

Educational Technology is an applied study which aims at maximizing learning by making use of the scientific and technological method and concepts developed in other social service. “Educational technology is the application of scientific knowledge about learning and conditions learning to improve the effectiveness and efficiency of teaching and learning.”Four Pillars of Flipped Learning Flipped Learning Consists Of Four Pillars: Flexible Environment, learning the culture, intentional content, and Professional educators. Flipped Learning F-L-I-PFlexible Environment Learning Culture Intentional Content Professional Educators. Flipping a classroom is one of the recent methods which requires teachers’ recording the lesson and students’ watching the recordings before coming to the classroom to spend the class time with the activities. As teachers do not deliver the lecture in the class, more time can be allocated to active learning activities. The flipped classroom is “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 Flipped Learning. The objectives of the study were: to study the effectiveness of Flipped classroom instruction upon the teaching of Chemistry at the Higher secondary level. Findings: The means of pre-test scores and post-test scores of experimental groups differ significantly (0.01 level) with the post-test mean being higher than the pretest mean. The implication of that is that the level of acquiring of the basic skills in Chemistry has not increased due to the traditional method in the Control group and the Flipped classroomInstructional Method in Experimental group. The post-test scores of the control and experimental group differ significantly. The means score of the experimental group is greater than of the control group.


Author(s):  
Nuria Cuevas Monzonís ◽  
Vicente Gabarda Méndez ◽  
Andrea Cívico Ariza ◽  
Ernesto Colomo Magaña

La COVID-19 ha generado una serie de cambios en las diferentes esferas de nuestras vidas. Estos cambios han sido especialmente visibles en el ámbito educativo, donde ha sido necesario repensar los procesos formativos de forma urgente en términos de no presencialidad. En base a esta situación, el presente trabajo presenta una experiencia de Flipped learning llevada a cabo con los estudiantes del primer curso del Grado en Pedagogía de la Universitat de València. Asimismo, se propone un análisis sobre la concepción previa de los estudiantes sobre esta metodología y su percepción tras finalizar su implementación, ofreciendo una visión trasversal. Para ello, se ha recogido la información de los 107 participantes a través de un instrumento validado para analizar la utilidad de recursos y metodologías en base a tres dimensiones: comunicativa, instrumental y pedagógica. Los resultados apuntan a que la percepción de utilidad por parte de los estudiantes es mayor en el post-test que en el pre-test en las tres dimensiones. Asimismo, destaca que, mientras que en el pre-test la mayor puntuación se asociaba a la dimensión instrumental, en el post-test la mayor utilidad se vincula a la dimensión pedagógica, materializando la importancia de la experiencia de los participantes y el impacto del flipped classroom en su aprendizaje.


2019 ◽  
Vol 3 (2) ◽  
pp. 2-7
Author(s):  
Mustofa Kamal

This  action  research  aims  to  assess  the  effectiveness  of  the  Flipped Classroom model in risk identification learning. Risk identification subject is part of the Training  of  Risk  Management.  Models  are  chosen  with  consideration;  the  training participants are not familiar with risk identification and are always close to gadgets. The research method uses qualitative and quantitative. Learning effectiveness was assessed by trainer quantitatively, pre post test, and qualitatively, observations of two cycles of 64 participants   from   indonesian   republic   police,   in   2   different   timing   class.   Learning effectiveness was assessed also by participants through online surveys. The results showed that there was an increase in understanding of risk identification   through an significant increasing in the average values in the both cycles. But, the increasing in second cycle, 1,20, are higher from first cycles, 0,70.  While the results of the observation showed that the good activity of participants in study and discussion. In the other hand, a qualitative online assessment of 40,63% of participants shows 80,77% of participants   asses the learning proses rated very well and 19,23% of participants rated it well. Keywords: flipped classroom model, risk identification.


Author(s):  
Shindy Lestari ◽  
Syahrilfuddin Syahrilfuddin ◽  
Neni Hermita ◽  
Zetra Hainul Putra

This research is to determine the effect of realistic mathematical approach on students’ learning motivation. The research method is pre-experiment of one group pretest posttest design. This study was conducted with 34 fifth grade students from a public school in Pekanbaru, Indonesia. The results indicate that students’ learning motivation significantly increases. Among six indicators measuring students’ learning motivation, the indicator of interesting activities in learning is the most increase, from 80.76% in pre-test to 86.40% in post-test. The average score of pretest in form of students’ learning motivation questionnaire before applying treatment was 90.56 while score posttest after treatment was 95,09 and the results of the research hypotheses using the comparative t-test tcount (6.997) > ttable (2.039). This means that there is an effect of applying the realistic mathematical approach to students’ learning motivation.


2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.


2021 ◽  
Vol 13 (6) ◽  
pp. 3276
Author(s):  
Yi-Hsing Chang ◽  
Jin-Yu Lin ◽  
You-Te Lu

The flipped classroom approach is an emerging instructional approach that integrates digital technology. This approach has been applied in several fields, and it has demonstrated considerably higher learning effectiveness than conventional teaching modes. Common problems in its implementation that directly or indirectly affect learning effectiveness include students’ low intention to preview learning materials and low class participation. To overcome these problems, the present study sought to increase students’ intention to preview learning materials and participate in class through the implementation of educational activities integrated with an incentivisation system using a virtual currency and the provision of handouts. Students in two programming classes in the information management department of the participating university were divided into the experimental and control groups. The intention to preview learning materials, levels of class participation, and learning effectiveness were all significantly higher in the experimental group than in the control group.


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.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.


Sign in / Sign up

Export Citation Format

Share Document