Measuring Flipped Learning Results

2017 ◽  
pp. 53-83
Keyword(s):  
Student Satisfaction ◽  
Flipped Classroom ◽  
Outcome Measure ◽  
Theoretical Foundation ◽  
Transactional Distance ◽  
Flipped Learning ◽  
Measurement Scales ◽  
Relative Proximity

This chapter corresponds to the STUDY step in the P-D-S-A cycle, where the results of the flipped class are compiled and analyzed. The chapter will discuss the definition, acquisition, and analysis of data that will yield relevant and appropriate results. Michael G. Moore's Theory of Transactional Distance provides the theoretical foundation underlying the measurement scales that are presented in this chapter. These include the Scale of Transactional Distance and the Scale of Relative Proximity for measuring transactional distances in the flipped classroom, and the COLL-TD/F scale to measure collaboration in the flipped class. The use of student satisfaction as an outcome measure is discussed, and the determination of which transactional distance are significant predictors of satisfaction is explained.

Case Study

2017 ◽  
pp. 101-115
Keyword(s):  
Student Satisfaction ◽  
Flipped Classroom ◽  
Transactional Distance ◽  
Traditional Learning ◽  
Team Members ◽  
Team Interaction ◽  
Team Loyalty ◽  
Upper Limit ◽  
Student Grades

This chapter discusses how the information received from subsequent cycles should be interpreted. It explains that the results from subsequent cycles will show both continual and continuous improvements. It also explains the envelope of improvement that places an upper limit on the amount that the results can improve over time. It expands on this concept by similarly showing that the TD factors are significant predictors of relative student satisfaction (which in turn measure outcomes) and how they can change as the number of P-D-S-A cycles increases. Continuing with our case study, we will find that the transactional distance between student and student is the only factor that remains significant in every cycle. This underlies the importance of team interaction to satisfaction in the flipped classroom. Finally, the traditional learning outcome of student grades is shown for the same course the years before it was flipped, and the years after it was flipped. The flipped classes show improvement in average and median grades as well as grade spread, attesting to the camaraderie and team loyalty developed among team members that encouraged everyone to contribute to each other's success.

Comparing the Efficacy of Flipped vs. Alternative Active Learning in a College Genetics Course

2016 ◽  
Vol 78 (6) ◽  
pp. 471-479 ◽  
Author(s):  
Thomas A. Mennella
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Flipped Classroom ◽  
Additional Benefit ◽  
Learning Goals ◽  
Flipped Learning ◽  
Pedagogical Approach ◽  
Content Mastery ◽  
Class Time ◽  
Initial Instruction

Active learning is known to be a key component of student engagement and content mastery. Flipped learning is a pedagogical approach that moves passive, initial instruction out of the classroom (usually as recorded videos) and reserves class time for active-learning exercises that fortify learning. Reports have demonstrated the success of flipped learning, but it is unclear whether that success is due to students watching videos at home (i.e., the “flipped” structure of the flipped classroom) or to the active learning that takes place in class. I sought to answer that question by comparing two sections of sophomore-level college genetics. One section was flipped and the other taught traditionally, but with extensive active learning included as homework. Student satisfaction, performance on quizzes and exams, and overall achievement of course learning goals were compared. Interestingly, after taking into account the diversity of academic strength in both sections, there was no difference between the sections for any of the measured parameters. Although flipped learning may offer no additional benefit over other forms of active learning, it is far easier and more efficient to embed and integrate active learning into a flipped classroom.

Case Study

2017 ◽  
pp. 84-92
Keyword(s):  
Student Satisfaction ◽  
Transactional Distance ◽  
Study Phase ◽  
Numerical Example ◽  
Relative Proximity

This chapter is a continuation of the STUDY step material presented in the prior chapter, and consists of a numerical example illustrating the computational steps for applying the Scale of Relative Proximity. A case study is then initiated, which will be carried through the remainder of the book. In this chapter, the relative proximities for each transactional distance factor and student satisfaction are presented for the case study. This will indicate the end of the STUDY phase and provide the information that will be used during the ACT step to develop improvement alternatives.

scholarly journals Exploring Students' Learning Styles in Using Mobile Flipped Classroom

2019 ◽  
Vol 8 (2) ◽  
pp. 105
Author(s):  
Siti Hajar Halili ◽  
Shukri Sulaiman ◽  
Hamidah Sulaiman ◽  
Rafiza Razak
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Mean Value ◽  
Flipped Learning ◽  
Spss Software ◽  
Larger Sample

This study aims to identify students’ learning styles of using mobile flipped classroom approach. The theoretical foundation for this study is based on Grasha-Reichmann learning styles and the flipped design of this study is based on Halili flipped learning 4.0 framework. 52 respondents answered the questionnaire distributed to them. The SPSS software version 20 was utilised to analyse the data and collected data were analyzed using descriptive statistics (means, standard deviations). This study showed that collaborative learning style recorder higher mean value as compared to others learning styles such as independent, dependent, competitive, avoidant and participative. It was found that the mobile flipped classroom approach in this research is capable of promoting collaborative learning in teaching and learning process. Researchers suggest that further studies should explore other learning style theories, use varieties of technological tools as well as include a larger sample from different institutions.

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.

Kinematic Modeling of the Gear Shaping Based Novel Cutting Area Analytical Method for Large Gear Shaper

2012 ◽  
Vol 557-559 ◽  
pp. 2225-2228
Author(s):  
Bing Yu ◽  
Lian Hong Zhang ◽  
Hong Qi Du ◽  
Fu Cong Liu
Keyword(s):  
Analytical Method ◽  
Empirical Formula ◽  
Driving Force ◽  
Theoretical Foundation ◽  
Kinematic Modeling ◽  
Large Gear ◽  
Gear Manufacturing ◽  
Gear Shaping

Large gear is widely used as a key component of heavy machineries. Gear shaping is the most commonly process of large gear manufacturing. For the design of large gear shaper, the determination of its main driving force depends on the empirical formula. However, its result has shown that the main driving force is much larger than what really needs, which produces a lot of waste. A novel analytical method is proposed in this paper. According to this method, the cutting area can be calculated precisely, and the design of main driving force will be more reasonably, it also provides the theoretical foundation for the design of large gear shaper.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

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. 

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

scholarly journals MALAYSIAN TEACHERS’ PERCEPTION AND CHALLENGES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING APPROACH

2020 ◽  
Vol 3 (2) ◽  
pp. 62-76
Author(s):  
Nurul Ainna Hashim ◽  
Nurliana Dalila Shaari
Keyword(s):  
Flipped Classroom ◽  
Classroom Teachers ◽  
Learning Approach ◽  
Flipped Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Fast Development ◽  
History Of ◽  
Lecture Session ◽  
Structured Questionnaire

Flipping the classroom has given a lot of attention by many studies nowadays. Driven in by the technology widespread and its fast development, the flipped classroom is one of the recent trending in teaching practices. Therefore, this paper aims to investigate teachers’ perceptions and challenges towards the implementation of flipped learning approach. Several research studies showed that using flipped learning approach increases students’ understanding and confidence in learning. Flipped classroom allows students to have their own time of video-based (Vodcast) lecture session following with in-class exercises and practices. This paper briefly discusses on the history of flipped classroom, teachers’ perception and challenges issues of flipped learning approach to ESL/EFL teachers. A structured questionnaire was carried out to find out teachers’ perception and challenges in flipped learning approach to ESL/EFL teachers. The sample in this study consists of 50 respondents which are 9 males and 41 females. The results show that most teachers agreed that they find teaching through online is useful. It can be said that the biggest teachers’ challenge in implementing flipped learning approach as they feel teachers’ feedback is very important in the flipped learning classroom. Meanwhile, there is no significant relationship between teachers’ perception and teachers’ challenges. Keywords: ESL setting, Flipped Classroom, ICT in education, Teachers’ perception, Vodcast

scholarly journals FLIPPED LEARNING: A DIGITAL PEDAGOGY FOR SUSTAINABLE LEARNING

2020 ◽  
pp. 220-225
Author(s):  
Sonia Gouri
Keyword(s):  
Learning Process ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Traditional Learning ◽  
Flipped Learning ◽  
Instructional Content ◽  
Effective Manner ◽  
Digital Pedagogy ◽  
Class Room ◽  
Teaching Learning

Once Dr. Bob Kizlik had said that learning, regardless of how it is defined, is ultimately the responsibility of the learner, not the teacher. Today problem based learning with appropriate use of ICTs has emerged to achieve the objectives of learning in a more effective manner since teaching-learning process has also become learner-centered now. We are moving towards the new techniques of quality teaching by using digital pedagogy, a new way of engaging students with the curriculum. One such instructional strategy of teaching is a flipped class room- a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. Present paper focuses on the significance of using digital pedagogy & flipped classroom in teaching-learning process, which changes homework activities into the classroom thereby, promotes sustainable learning since this is relevant and responsive to students’ needs. KEYWORDS- Flipped learning; Pedagogy, Digital; Sustainable

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