scholarly journals The Effects of the Gamified Flipped Classroom Method on Petroleum Engineering Students' Pre-class Online Behavioural Engagement and Achievement

2021 ◽  
Vol 11 (5) ◽  
pp. 19
Author(s):  
Gulsum Asiksoy ◽  
Serhat Canbolat
Keyword(s):  
Natural Gas ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Teaching Method ◽  
Study Data ◽  
Petroleum Engineering ◽  
Control Group ◽  
Flipped Learning ◽  
Learning Method ◽  
Positive Effect

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.

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 PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP DAYA INGAT DAN HASIL BELAJAR SISWA PADA MATERI HIDROLISIS GARAM KELAS XI IPA SMA KEMALA BHAYANGKARI 1 SUNGAI RAYA

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Sahara Sahara ◽  
Dedeh Kurniasih ◽  
Rizmahardian Azhari Kurniawan
Keyword(s):  
Statistical Analysis ◽  
Data Collection ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Effect Size ◽  
Teaching Method ◽  
Control Group ◽  
Learning Method ◽  
Control Group Design ◽  
And Control

ABSTRACT The process of learning chemistry which only focused on teacher as informant caused the students’ memory lower. This could make the students’ learning outcomes lower, thus, it was needed STAD type of Cooperative Learning Method which had the process of interaction between student and teacher, and could help the students comprehend the material. Therefore, it was necessary to make a research which had the purpose to know the difference between students’ learning outcomes and memory which used STAD type ofCooperative Learning Method and lectures teaching method as well as how large the effect of STAD type of Cooperative Learning Method on salt hydrolysis material was. This research was Quasi Experimental Nonequivalent Control Group Design. The sample of the research was choosen by using saturated sampling which XI IPA 1 as experimental class and XI IPA 2 as control class. The techniques of data collection used measurement technique, observation, and interview while the tools of data collection used tests such as essayquestion, observation sheet, and interview guide. The statistical analysis of posttest result using U-man whitney test obtained significant value 0.000. This value was smaller than α (0.005) which meant that there was difference in learning outcome between experimental and control class. The statistical analysis result of U-man whitney delayed test obtained significant value 0.006, this value was smaller than α (0.005) which meant that there was difference between students’ memory in experimental and control class. The calculation of effect size showed value 1.64 with high criteria which gave high effect on students’ learning outcomes which was 44.95%, while the calculation of students’ memory effect size showed value 0.69 with moderate criteria which gave effect on students’ memory which was 26,42%. Keywords : Memory, Learning Outcomes, Salt Hydrolysis, STAD type of Cooperative Learning Method

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

scholarly journals Student Learning in an Accelerated Introductory Biology Course Is Significantly Enhanced by a Flipped-Learning Environment

2018 ◽  
Vol 17 (3) ◽  
pp. ar38 ◽  
Author(s):  
Ana Maria Barral ◽  
Veronica C. Ardi-Pastores ◽  
Rachel E. Simmons
Keyword(s):  
Student Learning ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Video Viewing ◽  
Lower Division ◽  
Introductory Biology Course ◽  
And Control ◽  
Biology Vocabulary ◽  
Positive Effect

A flipped-classroom environment generally strives to create more in-class time for activities that enhance student learning, while shifting some content delivery to outside the classroom through the use of short didactic videos. We compared a flipped-classroom setting with the traditional (“control”) setting for an accelerated lower-division general biology course. Student self-reporting and video analytics functions showed ample and variable video viewing among individual students. Student learning was evaluated through quizzes administered after a set of concepts were covered (post 1) and at the end of the course (post 2). Students in the flipped sections had significantly higher quiz scores than students in the control sections for both post 1 and post 2. Analyses of variance analyzing the effect of and interactions between type of instruction, in-class activities, time, and Bloom’s level of the quiz questions found significant differences in the overall model and all the factors, except for the presence and level of activities. Significant differences between students in the flipped and control sections were observed for low-level Bloom’s questions only. Thus, the positive effect of the flipped-classroom approach on student learning may be due to improvements in recall of basic concepts and a better understanding of biology vocabulary in their first biology course.

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals The Effectiveness of Peer-to-Peer Lecture Films in Inverted Classroom Teaching Scenarios

2020 ◽  
Vol 10 (3) ◽  
pp. 229-234
Author(s):  
Anja Pfennig ◽  
Keyword(s):  
Flipped Classroom ◽  
Engineering Students ◽  
Teaching Method ◽  
Learning Experience ◽  
Work Load ◽  
Theoretical Background ◽  
Peer To Peer ◽  
Video Production ◽  
First Year ◽  
Inverted Classroom

At HTW Berlin, Germany first year mechanical engineering students are taught material science as one of the fundamental courses with high work load in a blended learning environment with flipped classroom elements. Therefore peer-to-peer lecture films were established as source of theoretical background knowledge provided for self-study periods. Because the teaching method “inverted classroom” and class results directly relate to the quality of the video material one of the columns of lecture video production is the involvement of students in the lecture film production. First year students directly benefit from their fellow student learning experience, needs and perspective on teaching material. From the lecturers perspective students were generally more active and better prepared during class resulting in better grades. Practice examples introduce and evaluate both, the teaching method and videos.

scholarly journals Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Li Zhao ◽  
Wei He ◽  
Yu-Sheng Su
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Learning Performance ◽  
Control Group ◽  
Flipped Learning ◽  
Information And Communications Technologies ◽  
Educational Models ◽  
Design Based Research ◽  
Innovative Pedagogy ◽  
Continued Learning

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.

scholarly journals The Effectiveness of the Implementation of the Flipped Classroom Learning Strategy on Motivation, Discipline and Learning Results

2019 ◽  
Author(s):  
Darmansyah
Keyword(s):  
Flipped Classroom ◽  
Learning Strategy ◽  
Control Group ◽  
Research Subject ◽  
Classroom Learning ◽  
Control Groups ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

This study examined the effectiveness of the flipped classroom learning strategy on student’s motivation, discipline and learning results on the classroom action research subject. The research subject consists of 66 students grouped into experimental and control groups which were taught separately by using the flipped classroom learning strategy and a conventional discussion strategy. Flipped classroom learning strategy with technology has a significant positive effect on student’s motivation, discipline and learning results. It can be concluded that the experimental group of students taught by flipped classroom strategy is better than the control group in all three domains.

scholarly journals Learning Attitudes and Resistance to Learning Language in Engineering Students

2019 ◽  
Vol 8 (10) ◽  
pp. 2085-2091 ◽  
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
Engineering Students ◽  
Teaching Method ◽  
Personality Development ◽  
Flipped Learning ◽  
Extra Effort ◽  
Learning Attitudes ◽  
Initial Block ◽  
Learning Language

This paper a part of a larger study on the effects of blended learning, it describes classroom experiences from a teacher and learner and details the action research on 250 students who were administered a course on Communication Skills & Personality Development to the Third Year Engineering Students at HITS Chennai, India. The regular parameters of conducting a course such as {a} attendance, {b} performance based results {c} on time submission of tasks and {d}engaging them in class activities became more challenging to the researcher because of the attitude that the scholars presented towards language learning. This ranges from non-acceptance of any new format of teaching, unwillingness to put in extra effort, inhibition stemming from the perception of their peers. To that end the teaching method and assessment were developed that included constructivism, social constructivism and problem-based learning as pedagogy. The programme designed also integrated flipped learning, peer and self-reviews, consistent marking structures based on the Vygotsky Activity Theory. The results confirm initial and strong resistance towards the methodology, lack of physical, emotional and mental input, initial fear and shyness towards the perception of others. Post the initial block what followed was an environment of support, continuous motivation that stemmed from their own activity and creation of learning resources by the scholars

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