Benefits of the Flipped Classroom Model

Promoting Active Learning through the Flipped Classroom Model - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4987-3.ch007 ◽

2014 ◽

pp. 132-144 ◽

Cited By ~ 5

Author(s):

Marie Larcara

Keyword(s):

Classroom Management ◽

Flipped Classroom ◽

Teaching Practice ◽

New Technologies ◽

Course Design ◽

Traditional Classroom ◽

Learning Research ◽

Faculty Time ◽

Improved Model ◽

Quality Learning

With the advent of new technologies and the move for faculty to implement these into their teaching practice, a new model for course design and delivery has developed called the flipped classroom model. As more instructors investigate this model, the benefits, which include classroom management, active learning, critical thinking, and maximum use of student-faculty time together, become obvious. With classroom sizes increasing, more instruction moving online, and resources dwindling, the flipped classroom model can be an improved model for both instruction and quality learning. Research supports the benefits of the flipped classroom, but the change from a traditional classroom model to a flipped model requires a pedagogical shift on the part of both teacher and learner.

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Benefits of the Flipped Classroom Model

Curriculum Design and Classroom Management ◽

10.4018/978-1-4666-8246-7.ch006 ◽

2015 ◽

pp. 93-105 ◽

Cited By ~ 1

Author(s):

Marie Larcara

Keyword(s):

Classroom Management ◽

Flipped Classroom ◽

Teaching Practice ◽

New Technologies ◽

Course Design ◽

Traditional Classroom ◽

Learning Research ◽

Faculty Time ◽

Improved Model ◽

Quality Learning

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Education oriented principles and fundamentals

10.47172/sfp2020.ed.0000012 ◽

2021 ◽

Keyword(s):

Day Care ◽

Flipped Classroom ◽

Teaching Practice ◽

Basic Education ◽

New Technologies ◽

Cognitive Strategies ◽

South Florida ◽

Day Care Centers ◽

Infant School ◽

Classical Culture

The book “Education oriented principles and fundamentals 1 ST Edition, edited and published by South Florida Publishing, gathers five chapters that approach themes of relevance in the context of education and are available in Spanish. In the first chapter, a research is presented, whose objective is to provide the basis for a pro-student persistence model in higher education applicable in unfavorable socio-academic contexts. The second chapter presents a teaching model that is presented to design teaching as a basis for the use of cognitive strategies, and it is also necessary to establish different strategies to be able to pedagogically evaluate the performance of the student. The third chapter presents a search for a model for the assessment of competencies in basic education through a case study at the Los Pinos de Algeciras school. We are in the middle of the infant school. The fourth chapter, the importance of creating and dynamizing the narrative is supported by the promotion of emerging reading behaviors in day care centers. It is also intended to contribute to the reflection on the role of the educator / mediator in promoting an educational project that facilitates intervention in day care centers. The emerging literacy level. And finally, or the fifth chapter, as a novel educational experience, the application of the Flipped Classroom Model to the teaching of classical culture was drawn, highlighting the importance of the elaboration of interesting and motivating multimedia didactic materials for the students, supported by the use of the new technologies, to improve teaching practice by organizing work in the classroom in an active and participatory way. Thus, we thank all authors for their commitment and dedication to their work and we hope to be able to contribute to the scientific community, in the dissemination of knowledge and in the advancement of science.

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Classroom Teaching Transitions in K–12 Schools in China

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.833 ◽

2021 ◽

Author(s):

Yeqin Kang ◽

Haiyan Qiang

Keyword(s):

Curriculum Reform ◽

Flipped Classroom ◽

Intellectual Development ◽

Teaching Practice ◽

New Technologies ◽

Life Experience ◽

Rapid Development ◽

National Curriculum ◽

Classroom Teaching ◽

K 12

Since the mid-1990s, research and debates around classroom teaching reform have flourished, generating some popular classroom teaching theories, like life practice pedagogy, contextualized teaching, language immersion teaching, subjective teaching, and student-centered teaching, in response to the rapid development of economy, education, information technology, and international communication. At the same time, teaching experiments have been conducted in elementary and secondary schools under these theories for two decades or longer. Officially, a nationwide curriculum reform was launched in China at the beginning of the 21st century, to meet the educational goal of students’ full development. As a result, the long-existing traditional classroom teaching, as the core of the reform, has witnessed some significant changes. Teachers, as the key to classroom teaching, have gone through transitions from knowledge imparters to facilitators. Meanwhile, students have become more active learners, interacting with teachers and other fellow students. Thus, the teaching process became more learning centered, interactive, and dynamic. Courses on teaching content, previously the only required courses in the National Instructional Guideline (jiao xue da gang), have been enriched by optional courses and activity courses with a concentration on life experience and interactions with National Curriculum Standards. Furthermore, with new technologies being adopted in the 2010s, classroom teaching is now organized in the form of a flipped classroom or micro-lecture, to enhance quality education (su zhi jiao yu). However, in classroom teaching practice, students’ subjectivity (zhu ti xing) as unique individuals with autonomy and creativity has not yet been truly realized, and their non-intellectual development, such as will power, engagement, critical thinking, and creativity, are not emphasized as expected. In addition, inequality exists in different areas and different types of schools. Great efforts from all sectors in China are still required to create a healthy and ecological education system.

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

SMART MOVES JOURNAL IJELLH ◽

10.24113/ijellh.v3i10.984 ◽

2017 ◽

Vol 3 (10) ◽

Author(s):

Dr. A. Joycilin Shermila

Keyword(s):

Active Learning ◽

Learning Community ◽

Prospective Teachers ◽

Flipped Classroom ◽

New Technologies ◽

Thinking Skills ◽

College Of Education ◽

Learning Technologies ◽

Research Report ◽

Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

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Teaching Practice about Flipped Classroom on Circuit Course

Frontiers in Education Technology ◽

10.22158/fet.v1n2p176 ◽

2018 ◽

Vol 1 (2) ◽

pp. 176

Author(s):

Yuanbin Wang ◽

Jianwen Zhao

Keyword(s):

Flipped Classroom ◽

Teaching Practice ◽

Teaching Mode ◽

Teaching Reform ◽

Teaching Design ◽

Teaching Efficiency

<p><em>In view of the problems in circuit course, flipped classroom is introduced and new teaching mode is explored. Teaching design, teaching reform suggestion, teaching effects and results are presented. It is verified that this kind of teaching mode can enhance the enthusiasm, initiative and participation of the students, teaching efficiency is also improved. It is also a good way for comprehensive practice. </em></p>

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Comparison of traditional lecture and flipped classroom for teaching programming

Proceedings of the 3rd International Conference on Higher Education Advances ◽

10.4995/head17.2017.5226 ◽

2017 ◽

Cited By ~ 2

Author(s):

Dieter Pawelczak

Keyword(s):

Flipped Classroom ◽

Course Design ◽

Work Load ◽

Traditional Lecture ◽

Active Involvement ◽

Wide Range ◽

Evaluation Feedback ◽

The One ◽

Learning Programming ◽

Programming Courses

Programming courses in undergraduate education seem to be predestined for a flipped classroom approach as learning programming requires a high personal contribution on the one hand and on the other hand, course participants typically start with a wide range of previous knowledge and skills. Within a flipped classroom students can organize their learning phases self-reliantly and put an individual amount of effort into each learning objective. Whilst in a traditional lecture it is not easy to motivate students, the flipped classroom requires students’ active involvement per se. Besides all these advantages, setting up such a course requires a high initial effort for the lecturer. Furthermore, students might prefer a lecture, as usually the work load is higher in a comparable flipped classroom course. Based on the idea of flipping a beginners programming course, we firstly explored the effects of a flipped classroom approach on an elective advanced programming course with a smaller student group. The paper compares the new course design and its effects on the students learning, on the teaching, as well as on the course preparation with the former traditional lecture. The comparison is based on a survey, the students’ evaluation feedback and on the examination results.

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OnTask

Pacific Journal of Technology Enhanced Learning ◽

10.24135/pjtel.v2i1.55 ◽

2020 ◽

Vol 2 (1) ◽

pp. 42

Author(s):

Steve Leichtweis

Keyword(s):

Learning Analytics ◽

Teaching And Learning ◽

Teaching Practice ◽

Course Design ◽

Learning Experience ◽

Technology Enhanced Learning ◽

Learning Approaches ◽

Laptop Computer ◽

Data Set ◽

Hands On

Universities are increasingly being expected to ensure student success while at the same time delivering larger courses. Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010). Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale. The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students. This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners. Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set. The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design. As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios. References Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.

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PROTEIN TEACHING: AN APPROACH FOR TEACHER TRAINING APPLIED TO STUDENTS OF THE BIOLOGICAL SCIENCES COURSE AT UFRN

Revista de Ensino de Bioquímica ◽

10.16923/reb.v13i2.602 ◽

2015 ◽

Vol 13 ◽

pp. 34

Author(s):

J. K.S. NASCIMENTO et al

Keyword(s):

Biological Sciences ◽

Teaching Practice ◽

Basic Education ◽

New Technologies ◽

Lesson Plan ◽

Three Dimensional ◽

Structural Features ◽

Dimensional Structure ◽

Educational Models ◽

Teaching Learning

Teaching biochemistry in higher education is increasingly becoming a challenge. It is notoriously difficult for students to assimilate the topic; in addition there are many complaints about the complexity of subjects and a lack of integration with the day-to-day. A recurrent problem in undergraduate courses is the absence of teaching practice in specific disciplines. This work aimed to stimulate students in the biological sciences course who were enrolled in the discipline of MOLECULAR DIVERSITY (MD), to create hypothetical classes focused on basic education highlighting the proteins topic. The methodology was applied in a class that contained 35 students. Seven groups were formed, and each group chose a protein to be used as a source of study for elementary school classes. A lesson plan was created focusing on the methodology that the group would use to manage a class. The class was to be presented orally. Students were induced to be creative and incorporate a teacher figure, and to propose teaching methodologies for research using the CTS approach (Science, Technology and Society). Each group presented a three-dimensional structure of the protein they had chosen, explained their structural features and functions and how they would develop the theme for a class of basic education, and what kind of methodology they would use for this purpose. At the end of the presentations, a questionnaire was given to students in order to evaluate the effectiveness of the methodology in the teaching-learning process. The activity improved the teacher’s training and developed skills and abilities, such as creativity, didactical planning, teaching ability, development of educational models and the use of new technologies. The methodology used in this work was extremely important to the training of future teachers, who were able to better understand the content covered in the discipline and relate it to day-to-day life.

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