scholarly journals Flipped Classroom to Improve University Student Centered Learning and Academic Performance

2019 ◽  
Vol 8 (11) ◽  
pp. 315 ◽  
Author(s):  
Mingorance Estrada ◽  
Granda Vera ◽  
Rojas Ruiz ◽  
Alemany Arrebola
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional System ◽  
Quasi Experimental ◽  
Analytical Research ◽  
Teaching Learning

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

scholarly journals Contemporary Teaching-Learning Practices: Implementation and Challenges of Student-Centered Learning Approach in Higher Education of Ethiopia

2019 ◽  
pp. 1-16
Author(s):  
Birhanu Moges
Keyword(s):  
Classroom Environment ◽  
Sampling Technique ◽  
Well Being ◽  
Best Interests ◽  
Learning Approach ◽  
Structured Interviews ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Learning ◽  
Teacher Centered

Student-centered learning approach is a key factor which focuses on students’ learning experiences and development, well-being and retention so that higher educational learning is delivered in ways that are demonstrably in the students’ best interests. In the teacher-centered approach to teaching, most of the class time is spent with the teacher lecturing and the student watching, listening and taking notes. The present study aimed to explore students’ and instructors’ perception, practices and challenges in implementing SCL. The study employed descriptive survey design by combining quantitative and qualitative approach to collect, process, analyzes and presents the data. A total of 12 instructors and 66 students of the second and third year psychology students have participated in the study through availability and purposive sampling technique. The instruments were questionnaire, classroom observation and un-structured interviews were conducted. Accordingly, the findings indicated that the teaching practices in implementing student-centered learning approach were not as expected. The result also showed that instructors had positive attitude toward the SCL, regarding several aspects such as providing the benefits to both students and instructors, being effective for teaching, creating close relationship and establishing active classroom environment. In the end, instructors also agreed that student-centered instruction will improve the ability of the students to learn the courses. Due to different challenges, most of the students were less interested to learn by SCL, such as sense of fear, lack of interest and confidence. The study further found that the lack of classroom facilities and conditions, large class size, inadequate teachers training, tendency of focusing on teacher-centered approach and limited ability to implement were the challenges of implementing. Finally, it is recommended that responsible bodies rearrange the facilities and conditions necessary inputs for the effective implantation of SCL. To minimize the challenges, instructors should create different techniques to make students participants in teaching-learning process.

scholarly journals Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

2021 ◽  
Vol 58 (1) ◽  
pp. 5422-5430
Author(s):  
Christ Helan I, Dr. K. Anbazhagan
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Poor Quality ◽  
Control Group ◽  
Flipped Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is  found  that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.

scholarly journals Efecto de la combinación metodológica de aula invertida e instrucción entre pares en las calificaciones académicas de estudiantes universitarios de Ciencias de la Actividad Física y del Deporte (Effect of the methodological combination based on flipped c

Retos ◽  
2020 ◽  
pp. 47-56
Author(s):  
David Falcón Miguel ◽  
Javier Sevil-Serrano ◽  
Carlos Peñarrubia-Lozano ◽  
Ángel Abós-Catalán
Keyword(s):  
University Students ◽  
Flipped Classroom ◽  
Scientific Evidence ◽  
Peer Instruction ◽  
Control Group ◽  
Intervention Programme ◽  
Quasi Experimental ◽  
The Subject ◽  
Teaching Learning ◽  
Estudiantes Universitarios

  El desarrollo de nuevos métodos de enseñanza-aprendizaje en la educación superior demandan la aportación de evidencias científicas que señalen su efectividad en el rendimiento académico del alumnado. El presente estudio evalúa el efecto de un programa de intervención basado en la combinación de las metodologías de aula invertida e instrucción entre pares sobre una parte de las calificaciones académicas obtenidas por estudiantes universitarios en una asignatura. Se realizó un diseño cuasi-experimental en el que participaron 52 estudiantes universitarios del 3º curso de Grado en Ciencias de la Actividad Física y el Deporte que cursaban la asignatura de Gestión y Organización de Eventos. El grupo experimental recibió durante tres clases los contenidos de la asignatura a través de la combinación metodológica de aula invertida y de instrucción entre pares, mientras que el grupo control lo hizo siguiendo una metodología tradicional. Para comparar la eficacia de la intervención se midió la calificación académica de un contenido de la asignatura a través de un examen teórico. Los resultados del estudio mostraron una asociación positiva y significativa entre recibir clases con la combinación metodológica y el acierto en el examen. Por tanto, la combinación de una metodología utilizada parece mostrarse más eficaz que la metodología tradicional para mejorar la compresión de conceptos teóricos en el alumnado universitario. Abstract: The development of new teaching-learning methods in higher education require the contribution of scientific evidence that indicates whether these types of methodologies are effective. The aim of this study was to assess the effect of an intervention programme based on the combination of flipped classroom and peer instruction on the grades of university students in an academic subject. Fifty-two university students of the 3rd course of Physical Activity and Sports Sciences Degree participated in this quasi-experimental study. The contents of the subject were taught through three lessons by a methodological combination of flipped classroom and peer instruction in the experimental group, while in the control group the same contents and number of lessons were taught following a traditional methodology. The students' grades were measured in a part of the subject by means a theoretical exam to assess the effectiveness of the two types of methodologies implemented. The results of the study showed a positive and significant association between receiving lessons with the methodological combination and getting the different exam questions right. Therefore, the combination of this methodologies seems to be more effective than the traditional methodology for improving the understanding in university students.

scholarly journals Analisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL

2020 ◽  
Vol 2 (2) ◽  
pp. 105
Author(s):  
H Bintang ◽  
E Darnah ◽  
Ngia Masta ◽  
Rinaldi Rinaldi ◽  
T Guswantoro ◽  
...  
Keyword(s):  
Conceptual Knowledge ◽  
Flipped Classroom ◽  
Sampling Technique ◽  
Metacognitive Knowledge ◽  
Cluster Sampling ◽  
Linear Motion ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
Quasi Experimental

Student-centered learning (SCL) is a learning approach that not only encourages to how student constructs their conceptual knowledge, but also to achieve the involvement of their knowledge in daily activity, in forms procedural and metacognitive knowledge. Flipped classroom learning models marked by reversed learning activities syntax between class and home, which promoted student to active self-learning, before turn into face to face class meeting. Problem Based Learning (PBL) model provides students to apply their knowledge to formulate strategy and solution in facing their problem. Flipped classroom or PBL, both are student-centered learning models that triggers student to self-constructed knowledge actively and student’s curiosity to solve their problem. This paper attempts to analyze the influence of integration flipped classroom and PBL on conceptual, procedural, and metacognitive knowledge on Linear Motion subject. This research is a quasi experimental model with post-test only control design. The population in this study were all students of class X MIPA SMA Negeri 37 Jakarta in the 2019-2020 school year. The sample in this study were students of class X MIPA 1 as the experimental class and class X MIPA 2 as the control class. The sample was taken using cluster sampling technique. The results obtained showed that the percentage of conceptual, procedural and metacognitive knowledge of the experimental class was 88.9%; 77.8%; and 88.9% which is higher than the control class with the respective percentage 66.7%; 55.8%; and 75%. The integration of the flipped classroom and PBL models can be applied to materials other than Linear Motion to improve conceptual, procedural, and metacognitive knowledge.

scholarly journals Menstimulus Kemampuan Konstruksi Dan Eksplanasi Siswa Melalui Kombinasi Hands On Method Dan Flipped Classroom Pada Materi Gerak Lurus

2020 ◽  
Vol 5 ◽  
Author(s):  
Silvia Nadiana ◽  
Ngia Masta ◽  
Emi Darnah ◽  
Hana Bintang
Keyword(s):  
Flipped Classroom ◽  
Design Research ◽  
Industrial Revolution ◽  
Control Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Maximum Score ◽  
Hands On ◽  
Post Test ◽  
Quasi Experimental

<p class="AbstractEnglish"><strong><span lang="EN-GB">Abstract: </span></strong><span lang="EN-GB">The era of the industrial revolution 4.0 is an era where learning systems and science require innovative human resources. Therefore, the world of education is required to be able to evolve in the face of the industrial era 4.0, through a curriculum approach using the SCL (Student Centered Learning) method. SCL (Student Centered Learning) is a student-centered approach and is characterized by student activity in constructing and expanding their knowledge. Hands On Method integration (experiment based) in Flipped Classroom will motivate students to learn. This study aims to improve the students' construction and explanation skills through learning that applies a combination of Hands On Method and Flipped Classroom on straight motion material. The study was conducted at SMAN 37 Jakarta, using a quasi-experimental method with the Post-test Only Control Design research design. The population in this study were all students of class X MIPA SMA 37 Jakarta. Samples were taken by the control class (35 students of class X MIPA 2) and the experimental class (35 students of class X MIPA 4). Students in the experimental class were given treatment in the form of applying a combination of Hands On Method and Flipped Classroom on straight motion material. The results showed the average results of students' construction and explanation abilities in the experimental class with the application of the Learning model through a combination of hands on method and flipped increased by 83,57, with a maximum score of 100. Whereas for the control class with conventional methods was 77,85, with a maximum score of 90. This can also be seen from the graph of the percentage of students' answers to the ability of construction to increase by 85.7% and to the ability of expectations by 71.43%.</span></p><p class="AbstrakIndonesia"><strong>Abstrak: </strong>Era revolusi industry 4.0 adalah Era dimana sistem pembelajaran dan ilmu pengetahuan membutuhkan sumber daya manusia yang inovatif. Karena itu, dunia pendidikan dituntut harus mampu berevolusi dalam menghadapi era industri 4.0, melalui sebuah pendekatan kurikulum menggunakan metode SCL (<em>Student Centered Learning</em>). Integrasi <em>Hands On Method</em> (berbasis eksperimen) pada <em>Flipped Classroom </em>akan memotivasi siswa dalam belajar.  Penelitian ini bertujuan untuk meningkatkan kemampuan konstruksi  dan eksplanasi siswa melalui pembelajaran yang menerapkan kombinasi <em>Hands On Method</em> dan <em>Flipped Classroom</em> pada materi gerak lurus.  Penelitian ini menggunakan  metode  kuasi eksperimen dengan desain penelitian <em>Post-test Only Control Design</em>.<strong> </strong>Populasi dalam penelitian ini adalah seluruh siswa kelas X MIPA SMA Negeri 37 Jakarta. Sampel yang diambil kelas control (35 orang siswa kelas X MIPA 2) dan kelas eksperimen (35 siswa  kelas X MIPA 4). Siswa pada kelas eksperimen diberi perlakuan berupa penerapan kombinasi <em>Hands On Method</em> dan<strong> </strong><em>Flipped Classroom</em> pada materi gerak lurus. Hasil penelitian menunjukkan rata-rata hasil kemampuan konstruksi dan eksplanasi  siswa pada kelas eksperimen dengan penerapan model Pembelajaran melalui kombinasi <em>hands on method</em> dan <em>flipped </em>meningkat sebesar 83,57, dengan skor maksimum 100. Sedangkan untuk kelas kontrol dengan metode konvensional sebesar 77,85, dengan skor maksimum 90. Ini dapat dilihat pula dari grafik presentase jawaban siswa pada kemampuan konstruksi meningkat sebesar 85,7 % dan untuk kemampuan ekplanasi sebesar 71,43 %.</p><p class="AbstractEnglish"><span lang="EN-GB"><br /></span></p>

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals Efektivitas Metode Kolaboratif Learning dan Kooperatif dalam Pendidikan Kesehatan Berbasis Komunitas

2014 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Tita Hariyanti ◽  
Harsono Mardiwiyoto ◽  
Yayi Suryo Prabandari
Keyword(s):  
Cooperative Learning ◽  
Control Group ◽  
Memory Retention ◽  
Community Based ◽  
Student Centered ◽  
Student Centered Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Group Post

Background: The role of the learning methods is changing from teacher centered learning to student centered learning (SCL). One of the SCL methods is collaborative and cooperative learning. The past twenty years have seen an increase in collaborative and cooperative learning based pedagogies in colleges, but not in community based health education. The aim of this study is to identify the efectivity of collaborative and cooperative learning in community based health educationMethod: This research used quasi experimental non-randomized control group post test design. Respondent of the research are 111 geriatric cadres of Kecamatan Kepanjen and 72 geriatric cadres of Kecamatan Singosari.Results: Data shows that cadre’s knowledge in first training, 30 and 90 days after first training increased in both groups (p<0,001). There is no relationship between individual characteristic (age, education, occupation, time to work as a cadre, training) and increase of knowledge (p>0,05).Conclusion: Collaborative and cooperative method can increase cadre’s knowledge of stroke effectively and maintain memory retention longer than conventional method.

scholarly journals Changing to Concept-Based Curricula: The Process for Nurse Educators

2017 ◽  
Vol 11 (1) ◽  
pp. 277-287 ◽  
Author(s):  
Kristy A. Baron
Keyword(s):  
Nurse Educators ◽  
Thinking Skills ◽  
Nursing Programs ◽  
Nursing Graduates ◽  
Traditional Curriculum ◽  
Student Centered ◽  
Student Centered Learning ◽  
Finding Meaning ◽  
Major Shift ◽  
Teaching Learning

Background:The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application.Objective:The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs.Methods:The sample included eight educators from two institutions in one Western state using a grounded theory design.Results:The themes that emerged from participants’ experiences consisted of the overarching concept,support for change,and central concept,finding meaningin the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process.Conclusion:Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.

Effect of Environmental Problem-based Learning on the Indonesian EFL Students’ Environment-related Vocabulary Mastery and Writing Ability

2017 ◽  
Vol 7 (8) ◽  
pp. 608
Author(s):  
Dyah Christina Iswandari ◽  
Johannes Ananto Prayogo ◽  
Bambang Yudi Cahyono
Keyword(s):  
High School Students ◽  
Environmental Problem ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
Writing Ability ◽  
Quasi Experimental ◽  
Efl Students

This study aims at examining the effect of environmental problem-based learning (PBL) on the environment-related vocabulary mastery and writing ability of Indonesian EFL students. Previous studies showed that problem-based learning is a student-centered learning approach that affects students’ learning positively and significantly. This study employed a quasi-experimental design by involving two classes of senior high school students, each consisted of 30 students. One class was assigned to be the experimental group and treated with environmental PBL, while the other class was assigned to be the control group and taught conventionally. A vocabulary test was used to measure the students’ environment-related vocabulary mastery, while a hortatory writing test was used to examine the students’ writing ability. The data were analyzed by using independent sample t-test. The results of the study showed that the students who were taught by using environmental PBL improved their environment-related vocabulary mastery and their writing ability significantly. The PBL approach is then recommended for future teaching and research. Nevertheless, before implementing this approach, other teachers and future researchers should consider the readiness of the curriculum, the students, and the school infrastructure.

scholarly journals EFFECTIVENESS OF FLIPPED CLASSROOM ON PRACTICAL SKILLS, ANALYTICAL SKILLS AND CREATIVE SKILLS OF STUDENTS IN MATHEMATICS AT SECONDARY SCHOOL IN INDIA

2021 ◽  
Vol 8 (65) ◽  
pp. 15202-15208
Author(s):  
Monalisa Dash ◽  
Bhujendra Nath Panda
Keyword(s):  
Secondary School ◽  
Flipped Classroom ◽  
Practical Skills ◽  
Student Centered ◽  
Initial Exposure ◽  
Instructional Videos ◽  
Analytical Skills ◽  
Quasi Experimental ◽  
K 12 ◽  
The Impact

Flipped classroom is a strategy in which students are given their initial exposure to ideas via instructional videos that they are told to view at home, freeing up in-class time to engage students in other student-centered activities. Although the impact of flipped classroom in higher education has been documented, it is necessary to investigate the impact of flipped classroom in K-12. As a result, a quasi-experimental research on the effectiveness of the flipped classroom strategy in mathematics is being undertaken in a secondary school in India. Flipped classroom has been proven to increase students' practical skills, analytical skills, and creative skills. Keywords: flipped classroom, secondary education, mathematics, K-12 setting, practical skills, analytical skills, creative skills

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