The Application of Flipped Classroom in Teaching University Students

2019 ◽  
pp. 1473-1485
Author(s):  
Tran Van Hung ◽  
Mohan Yellishetty ◽  
Ngo Tu Thanh ◽  
Arun Patil ◽  
Le Thanh Huy
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Learning Systems ◽  
Online Activity ◽  
Face To Face ◽  
Learning Capacity ◽  
Before And After ◽  
The Face ◽  
Flipped Classrooms ◽  
Face To Face Learning

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.

The Application of Flipped Classroom in Teaching University Students

2017 ◽  
Vol 6 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Tran Van Hung ◽  
Mohan Yellishetty ◽  
Ngo Tu Thanh ◽  
Arun Patil ◽  
Le Thanh Huy
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Learning Systems ◽  
Online Activity ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Flipped Classrooms ◽  
Face To Face Learning ◽  
Teaching Learning

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.

scholarly journals Workshop Dan Pendampingan Pembuatan Game Edukasi Berbasis Android Bagi Guru SDN 2 Cakranegara

2021 ◽  
Vol 1 (2) ◽  
pp. 23-29
Author(s):  
Muhammad Makki ◽  
Dyah Indraswati ◽  
Muhammad Erfan ◽  
Aisa Nikmah Rahmatih ◽  
Vivi Rachmatul Hidayati
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Educational Games ◽  
Visual Learning ◽  
Face To Face ◽  
Learning Content ◽  
Teachers And Students ◽  
Service Activity ◽  
The Face ◽  
Face To Face Learning

The Covid-19 pandemic has led to policies that make teachers and students have to adapt the face-to-face learning model to online learning. The teacher of SD N 2 Cakranegara admits that there are limitations to the variety of audio-visual learning media used. The teachers also don't know and have never tried to develop game games with learning content, even though Android-based games are very possible to be developed and accessed portable on smartphones, the majority of which are already owned by teachers and students. The provision of workshops and assistance in making Android-based educational games for SD N 2 Cakranegara teachers aims to improve skills in creating and developing learning media in the form of educational games and maximizing the use of smartphones. The targeted output in this service activity is the existence of educational games that are ready to be used for the online learning process through appsgeyser.com and quickappninja.com.  

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

Hybrid Learning

2016 ◽  
pp. 1-28
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

scholarly journals The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors

2020 ◽  
Vol 7 (4) ◽  
pp. p36
Author(s):  
Tiffany Ko ◽  
Lisa Y. N. Law ◽  
Theresa Kwong ◽  
Eva Y. W. Wong
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Face To Face ◽  
Use Of Technology ◽  
Traditional Lectures ◽  
The Face

“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4290 ◽  
2019 ◽  
Vol 16 ◽  
pp. 051-059
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

scholarly journals Online-Based Distance Learning During Covid-19 Pandemic at Primary School

2021 ◽  
Vol 3 (2) ◽  
pp. 208-217
Author(s):  
Tenika Illananingtyas
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Primary Schools ◽  
Educational Institution ◽  
Analysis Data ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Online Distance Learning ◽  
Online Distance

The Indonesian government is currently facing a Covid-19 pandemic that is still beyond its control. From print media to electronic media, the mass media continues to report on the number of victims infected with this virus, and the number is declining. One of the predictive steps to prevent the spread of this virus is to maintain social distancing. As a formal educational institution, the school responded quickly to this situation. The school does not hope that by changing the face-to-face learning mode, the virus will spread in its environment. I.e. through distance learning or online learning (online). Therefore, this is the task of the teacher, that is, to be able to create various activities in online learning that can attract students' interest in learning. Especially learning English requires not only theory, but also a lot of practice. Therefore, interactive learning in the form of activities is required to allow students to actively participate in the online learning process. This research aims to obtain important information about the effectiveness of online distance learning (PJJ) for primary schools in Kediri City. The research methods used descriptive qualitative methods to 20 respondents. According to the analysis data, the research results show that online distance learning for elementary schools is considered to be quite effective.

Hybrid Learning

2016 ◽  
Vol 8 (1) ◽  
pp. 1-25
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

scholarly journals Assessing the Effectiveness of Geography-based Online Learning During the Covid-19 Pandemic in Higher Education

2021 ◽  
Vol 6 (3) ◽  
pp. 319
Author(s):  
Abdul Wahab Abdi ◽  
Syahrul Ridha ◽  
Muhammad Yunus ◽  
Puspita Annaba Kamil ◽  
Intan Safiah ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Rural Areas ◽  
Geography Education ◽  
Fair Share ◽  
Face To Face ◽  
Creative Commons ◽  
The Face ◽  
Learning Platforms ◽  
Face To Face Learning

The Covid-19 pandemic almost stalled the face-to-face learning method in all institutions across the globe. Consequently, for learning to continue uninterrupted, there was a need to change teaching mode to online using social media and other platforms. This research aimed to examine the effectiveness of online learning during the Covid-19 pandemic and the challenges geography students faced in implementing this type of study. The research used a descriptive qualitative approach involving questionnaires designed to determine the implementation of online learning and the challenges encountered. The questions were structured through synthesizing various components of learning. Random selection was used to select 305 participants from various higher education institutions in the Aceh Region, Indonesia. The results indicated that online learning during the Covid-19 pandemic was effectively implemented. However, some challenges were encountered, including students who could not fully participate since they could not log in to the provided learning platforms. Furthermore, students from rural areas had poor internet connectivity besides the inability to buy internet quota. There were many instances of reported power supply failures, and this hindered online learning. Overall, learning geography during the pandemic was effective, though it had a fair share of challenges. The research also identified the need to develop an online learning model, teaching material, and multimedia in supporting geography-based online learning.     Keywords: Assessing; Effectiveness; Geography-based online learning; Covid-19; Higher education Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember     This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

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