A Method Based on Self-Study Log Information for Improving Effectiveness of Classroom Component in Flipped Classroom Approach

2016 ◽  
Vol 4 (2) ◽  
pp. 17-32 ◽  
Author(s):  
Katsuyuki Umezawa ◽  
Takashi Ishida ◽  
Michitaka Aramoto ◽  
Manabu Kobayashi ◽  
Makoto Nakazawa ◽  
...  
Keyword(s):  
Active Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Group Learning ◽  
Achievement Test ◽  
Teaching Materials ◽  
Classroom Activities ◽  
Self Study ◽  
E Learning

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional roles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

A Method Based on Self-Study Log Information for Improving Effectiveness of Classroom Component in Flipped Classroom Approach

2016 ◽  
pp. 1818-1834
Author(s):  
Katsuyuki Umezawa ◽  
Takashi Ishida ◽  
Michitaka Aramoto ◽  
Manabu Kobayashi ◽  
Makoto Nakazawa ◽  
...  
Keyword(s):  
Active Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Group Learning ◽  
Learning Model ◽  
Achievement Test ◽  
Classroom Activities ◽  
Self Study ◽  
E Learning

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional roles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

scholarly journals IMPLEMENTASI E-LEARNING FLIPPED CLASSROOM SEBAGAI UPAYA PENINGKATAN KEMAMPUAN MAHASISWA DALAM MENDESAIN MATERI PENGEMBANGAN BAHAN AJAR NON CETAK

2021 ◽  
Vol 14 (1) ◽  
pp. 60
Author(s):  
Evi Susilawati ◽  
Imamul Khaira
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Teaching Material ◽  
Teaching Materials ◽  
Material Development ◽  
E Learning ◽  
Flipped Classrooms ◽  
Classroom Action Research

Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak melalui e-learning flipped classroom. Penelitian ini berjenis penelitian tindakan kelas (PTK) dengan mengikuti langkah-langkah penelitian yaitu: perencanaan, pelaksanaan, observasi, analisis dan refleksi. Subjek penelitian ini adalah mahasiswa semester V Program Studi Dosenan Pancasila dan Kewarganegaraan Fakultas Keguruan dan Ilmu Dosenan Universitas Islam Sumatera Utara pada tahun pelajaran 2020/2021. Pelaksanaan penelitian tindakan kelas ini dilakukan pada matakuliah  Pengembangan Bahan Ajar dengan jumlah mahasiswa 17 orang. Teknik pengumpulan data pada  penelitian ini menggunakan data kuantitatif. Alat pengumpulan data kuantitatif ini menggunakan instrumen materi pengembangan bahan ajar non cetak dengan menggunakan pilihan berganda yang diberikan secara online, sementara pada data kualitatif menggunakan hasil observasi kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak di kelas e-learning. Hasil penelitian ini menunjukkan terdapat peningkatan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak dengan menggunakan e-learning flipped classroom. Kata Kunci: Kemampuan Mahasiswa, Bahan Ajar Non Cetak, E-Learning Classroom  Abstract: This study aims to improve students' abilities in designing non-print teaching materials through e-learning flipped classrooms. This research is a classroom action research (CAR) by following the research steps, namely: planning, implementing, observing, analyzing and reflecting. The subjects of this study were students in the fifth semester of the Pancasila and Citizenship Lecturer Study Program, the Teaching and Lecturer Faculty of the Islamic University of North Sumatra in the 2020/2021 school year. The implementation of this classroom action research was carried out in the course of Teaching Material Development with a total of 17 students. Data collection techniques in this study using quantitative data. This quantitative data collection tool uses non-printed teaching material development materials instruments using multiple choices provided online, while the qualitative data uses observations of students' abilities in designing non-print teaching material development materials in e-learning classes. The results of this study indicate that there is an increase in the ability of students in designing non-print teaching materials development materials using e-learning flipped classrooms. Keywords: Student Activity, Non-Printed Teaching Materials, E-Learning Flipped Classroom 

Long term comparison between flipped classroom and team-based learning on a prosthodontic class

2019 ◽  
Author(s):  
Rika Hayama ◽  
Kazuo Okura ◽  
Masamitsu Oshima ◽  
Maki Hosoki ◽  
Yoshitaka Suzuki ◽  
...  
Keyword(s):  
Active Learning ◽  
Correct Answer ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Test Period ◽  
Examination Score ◽  
Group Assignment ◽  
Study Habit ◽  
Team Based Learning

Abstract Background Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students also study before class. The students take individual readiness assurance test (IRAT) and group readiness assurance test (GRAT), then discuss group assignment projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data.Methods FC and TBL effectiveness was assessed from the results of the term-end examinations from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations.Results Multi-way ANOVA showed that the correct answer rate in term-end examinations was significantly different in comparison with the time of the trial, and for the participants (students and dentists). The term-end examination score of FC and TBL did not show a statistical difference. According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials.Conclusions There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

scholarly journals The use of a «flipped classroom» approach in teaching foreign languages to technical university students

2021 ◽  
pp. 197
Author(s):  
N. Saienko
Keyword(s):  
University Students ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
The Internet ◽  
Technology Learning ◽  
Classroom Activities ◽  
Advance Student ◽  
E Learning ◽  
Unlimited Access

With the development of modern technologies, a flipped classroom approach is gaining popularity. The idea of «flipped classroom» approach is that the main stages of the teaching and learning process, such as classroom activities and homework, change places. It means that the theoretical material is studied by students on their own by watching videos and listening to audio lectures recorded by the teacher, or preformed materials downloaded from websites on the Internet, while in the classroom the students are involved in fulfilling practical tasks and discussion of problematic issues. Goal. The purpose of the article is to determine the potential of the flipped classroom approach in teaching foreign languages to university students. Methodology. The flipped classroom approach assumes that students have an unlimited access to electronic resources. There are the following advantages of the technology: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom activities. Among the disadvantages are students’ being lack of equipment and unlimited access to the Internet resources. Another disadvantage of the technology is an extra workload on teachers who have to develop, record and upload lectures, which take time and skill, as well as carefully integrate them into the classroom work. Results. The data of the university students’ interview on the benefits and disadvantages of the approach are given which reveal conflicting points of view though the majority mentioned the availability of the e-learning materials always at hand as the key benefit of the approach. Originality of the study is the revealing of the potential of the flipped classroom approach in teaching foreign languages to university students, emphasizing its pros and cons, exploring the ways of its further development. Practical value. Despite some of its disadvantages the technology can be widely used in teaching foreign languages, especially in the frames of distance learning as it gives the students an opportunity of learning languages on their own with the teacher’ role of being the facilitator.

scholarly journals Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
Chi-Cheng Chang ◽  
Kuen-Ming Shu ◽  
Chaoyun Liang ◽  
Ju-Shih Tseng ◽  
Yu-Sheng Hsu
Keyword(s):  
High School ◽  
Test Scores ◽  
Achievement Test ◽  
Traditional Classroom ◽  
Control Group ◽  
Vocational High School ◽  
Self Assessment ◽  
Electrical Machinery ◽  
E Learning ◽  
Experimental Group

<p>The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (<em>n</em> = 33) which studied through blended e-learning or the control group (<em>n</em> = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.</p>

scholarly journals Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

2015 ◽  
Vol 14 (1) ◽  
pp. ar5 ◽  
Author(s):  
Jamie L. Jensen ◽  
Tyler A. Kummer ◽  
Patricia D. d. M. Godoy
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Learning Style ◽  
Flipped Classroom ◽  
Higher Learning ◽  
Learning Gains ◽  
Quasi Experimental ◽  
E Learning ◽  
And Control

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.

Comparison between flipped classroom and team-based learning in a prosthodontic class at Tokushima University

2020 ◽  
Author(s):  
Rika Hayama ◽  
Kazuo Okura ◽  
Masamitsu Oshima ◽  
Maki Hosoki ◽  
Yoshitaka Suzuki ◽  
...  
Keyword(s):  
Active Learning ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Test Period ◽  
Examination Score ◽  
Study Materials ◽  
Group Assignment ◽  
Study Habit ◽  
Team Based Learning ◽  
The Individual

Abstract Background: Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students study before the class, take the Individual Readiness Assurance Test (IRAT) and Group Readiness Assurance Test (GRAT), and then discuss Group Assignment Projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data. Methods: Flipped classroom and TBL effectiveness was assessed from the results of the term-end examinations at the end of the semester from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations. The dentists were clinical prosthodontic residents who graduated within 3 years from undergraduate course. All prosthodontic residents attended the referential examinations. Results: The term-end examination score of FC and TBL did not show a statistical difference. Multi-way ANOVA showed that the referential examination scores by the dentists were significantly higher than that of the students (P < 0.0001). According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials. Conclusions: There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

Enhancing Classroom Engagement Through Padlet as a Learning Tool: A Case Study

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Norziha Megat Mohd. Zainuddin ◽  
Nurulhuda Firdaus Mohd Azmi ◽  
Rasimah Che Mohd Yusoff ◽  
Sya Azmeela Shariff ◽  
Wan Azlan Wan Hassan
Keyword(s):  
Active Learning ◽  
Data Science ◽  
Ease Of Use ◽  
Classroom Engagement ◽  
Postgraduate Students ◽  
Classroom Activities ◽  
Business Statistics ◽  
E Learning ◽  
Structured Questionnaire

Activities conducted in classrooms are important to acquire students’ understanding and participation in a learning environment. Some of perceived barriers that prevent students to participate in classroom activities include difficulty to speak, shy, fear to interact or provide comments. This paper focuses on using Padlet for e-learning and presents the activities of engaging and stimulating students in active learning. This is one way of how instructors can obtain information from each student by encouraging participation. The research employs quantitative approach. A semi-structured questionnaire was distributed among 39 postgraduate students who enrolled in the Business Statistics for Data Science course. Factors such as motivation, active learning, collaboration, learning opportunity, usefulness, ease of use, and satisfaction were used to measure their engagement. The findings show that active learning through Padlet has a significant effect on improving students’ engagement in classroom activities.

Promoting Flipped Classroom Model in Teaching Writing of Efl Learners

2017 ◽  
Vol 1 (3) ◽  
pp. 279 ◽  
Author(s):  
Khoiriyah . ◽  
Mahendra Puji Permana Aji
Keyword(s):  
Flipped Classroom ◽  
Significant Contribution ◽  
Group Learning ◽  
Teaching Writing ◽  
Efl Learners ◽  
Classroom Activities ◽  
Class Time ◽  
Writing Class ◽  
Written Form

<p>Teaching writing requires interactive and motivating activities in EFL classroom. Usually, EFL learners lost their interest and get discouraged in writing class so they tend to avoid writing activities and exercises. The reasons are they get difficulties in exploring their ideas in written form and they cannot consult and meet the teacher individually during class time because of limited time for teaching. Thus, EFL learners need motivation in triggering themselves to write. Teachers have very significant contribution to improve quality of learning and support the learners to maintain their motivation by applying interactive teaching model. Therefore, flipped classroom is alternative model that could be utilized in managing inside or outside classroom activities. It is a digital technology used to shift direct instruction outside of the group learning to individual learning, usually via videos. This article aims to share the practice and challenges of applying flipped classroom model in teaching writing.</p><strong>Keywords: </strong><em>Flipped Classroom, Teaching Writing</em>

Developing Students’ “Soft Skills” through the Flipped Classroom: Evidence from an International Studies Class

2021 ◽  
Author(s):  
Andrea Betti ◽  
Pablo Biderbost ◽  
Aurora García Domonte
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Test Scores ◽  
Flipped Classroom ◽  
Soft Skills ◽  
Self Concept ◽  
International Studies ◽  
Substantial Impact ◽  
Learning Techniques ◽  
The Impact

Abstract The goal of this study is to evaluate the application of the flipped classroom (FC) format in the international studies curriculum. Previous research has examined the impact of the FC on students’ performance, operationalized by test scores, and demonstrated the utility of this technique in the learning process. Our research goes beyond student performance to evaluate the impact of the FC on student class attendance and the development of a set of soft skills, such as teamwork, critical thinking, self-efficacy, academic self-concept, and perception of learning. In our experiment, we compare an FC with a non-flipped class that combines traditional lecturing with other active learning techniques, such as presentations, teamwork activities, and problem-based debates. The study finds that the FC did not have a substantial impact on either students’ performance, attendance, or soft skills. The differences between the two groups were too small to corroborate any tendency in favor of one or the other format. For the most part, students performed in a similar way. This can suggest that the benefits of an FC format might be less when compared with other active learning techniques.

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