scholarly journals Students' Perceptions of Flipped Classrooms, Gender, and Country Difference

2020 ◽  
Vol 15 (4) ◽  
pp. 36-56
Author(s):  
Emad Ahmed Abu-Shanab
Keyword(s):  
Student Perceptions ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Relative Advantage ◽  
Educational Institutions ◽  
Gulf Region ◽  
Class Time ◽  
Two Samples ◽  
Flipped Classrooms ◽  
Perceived Enjoyment

Information technology and the Internet has enabled faculty and educational institutions to implement new teaching methods to enrich the educational environment. The flipped classroom (FC) method changed the teaching practices and encouraged active learning. Using pre-class videos made the class time available for active discussions. This study utilized two samples to compare student perceptions on the challenges and benefits of such a method. The first sample included 200 students from a leading university in one of the Gulf Region countries, and the second sample included 114 students in Jordan. Results indicated a domination of higher means for the Jordanian sample, and the for males sample. Results partially supported the model for the Gulf university students and overall sample, but fully for the Jordanian sample. The strongest predictor of FC was perceived enjoyment and the weakest predictor was relative advantage. More results and discussion are reported at the end.

scholarly journals Flipped Classrooms in Undergraduate Statistics: Online Works Just Fine

2021 ◽  
pp. 009862832110463
Author(s):  
David Playfoot
Keyword(s):  
Student Performance ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Classroom Context ◽  
Class Time ◽  
Active And Collaborative Learning ◽  
Improve Student Performance ◽  
Flipped Classrooms ◽  
Approach Method ◽  
Current Article

Background The flipped classroom method requires that students engage with homework before coming to the classroom so that class time can be spent on active and collaborative learning exercises. Research has demonstrated that this can improve student performance versus traditional lecturer-led teaching methods. Objective: During the COVID-19 pandemic, the vast majority of teaching has been entirely online such that even ‘in-class’ time has been virtual. The current article examined whether online-only delivery affects the efficacy of the flipped classroom approach. Method: Grades for a research methods and statistics module and a statistics portfolio assignment were compared across consecutive cohorts of undergraduate psychology students taught by different methods. Results: Overall grades on the module did not differ significantly across teaching methods but student performance on statistics tests did. Flipped classrooms, whether accompanied by on-campus or synchronous online classes, led to significantly better performance than traditional methods. No detriment was observed by teaching entirely online. Conclusion: The key advantages of the flipped classroom method appear driven by active learning which can occur irrespective of classroom context. Teaching Implications: Using flipped classrooms can be a useful tool, particularly in subjects where students may otherwise be less engaged with the content.

scholarly journals Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach

2021 ◽  
Vol 104 (4) ◽  
pp. 003685042110335
Author(s):  
Lorelei Patrick ◽  
Leigh Anne Howell ◽  
Everett William Wischusen
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Student Perceptions ◽  
Stem Education ◽  
Teaching Methods ◽  
Graduate Level ◽  
Class Time ◽  
Science Technology ◽  
Undergraduate Science ◽  
The Right

Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students’ perceptions of active learning change in the classes they take versus those they teach. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should be devoted to active learning in the courses they were taking. Teaching assistants felt that they were devoting the right amount of class time to active learning in the classes they taught. Graduate students also felt that they were using teaching methods in the classes they taught that were different from those they thought should be used when teaching undergraduates and were different from how they preferred to learn when taking classes.

scholarly journals Relationships in the Flipped Classroom

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Brett M McCollum ◽  
Cassidy L Fleming ◽  
Kara M Plotnikoff ◽  
Darlene N Skagen
Keyword(s):  
Student Perceptions ◽  
Flipped Classroom ◽  
Research Participant ◽  
First Year ◽  
Flipped Instruction ◽  
Academic Reading ◽  
Student Interview ◽  
Flipped Classrooms ◽  
Multiple Attempt ◽  
Student Reflections

This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in first-year general chemistry and second-year organic chemistry flipped classrooms. Success was measured in terms of student perceptions of the effectiveness of the instruction, as well as student academic development. Furthermore, analysis of research participant interviews reveals that academic reading circles, open-response multiple-attempt group quizzes, and peer leaders are important elements of a text-centric flipped approach at a small-classroom, commuter-campus university. Student reflections and classroom observations provide further support for these conclusions. Cet étude examine l’efficacité des salles de classe inversées en chimie et identifie la création de liens en tant que facteur important qui affecte la réussite des méthodes d’instruction inversée. L’examen des données provenant d’entrevues avec les étudiants révèle les facteurs qui affectent le développement des rapports d’étudiant à étudiant, d’étudiant à leader et d’étudiant à expert dans un cours inversé de chimie générale de première année et dans un cours de chimie organique de deuxième année. La réussite a été mesurée en termes de perceptions des étudiants de l’efficacité de l’instruction, ainsi que du développement académique des étudiants. De plus, l’analyse des entrevues des participants à la recherche révèle que les cercles de lecture universitaires, les tests de groupes à essais multiples et à réponses ouvertes, ainsi que les leaders de groupes sont des éléments importants d’une approche inversée centrée sur un texte en petite salle de classe, dans une université de banlieusards. Les réflexions des étudiants et les observations en salle de classe soutiennent également ces conclusions.

scholarly journals Influence of Flipped Classroom in enhancing Achievement in Chemistry of the students of XI Standard

2020 ◽  
Vol 8 (1) ◽  
pp. 221-225
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Cognitive Domain ◽  
Flipped Learning ◽  
Class Time ◽  
Use Of Technology ◽  
Flipped Classrooms ◽  
Conditions Of Learning ◽  
Experimental Group

Technology is the systematic application of scientific knowledge about teaching and learning and conditions of learning to improve the efficiency of teaching and training. The flipped classroom as “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities may be useful for information literacy instruction.” That means that there is much more use of technology for the Flipped Learning Studies on flipped classrooms were based on Bloom’s revised taxonomy of the cognitive domain, which provides six levels of learning. The study was conducted on 180 students of xi standard for enhancing achievement in organic chemistry. The findings indicated that there were significant gains in the mean scores of the experimental group

scholarly journals Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning

2020 ◽  
Vol 15 (03) ◽  
pp. 4 ◽  
Author(s):  
Inmaculada Aznar-Díaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Quantitative Method ◽  
Ad Hoc ◽  
Teaching Method ◽  
Knowledge Society ◽  
Pedagogical Approach ◽  
Academic Level ◽  
Flipped Classrooms ◽  
Pedagogical Approaches

Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, pro-fessional and academic level. Likewise, creativity is another key element re-quested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the develop-ment of such skills. According to the results obtained, it is stated that devel-oping the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativ-ity, since it provides students with autonomy to carry out their tasks. Final-ly, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.

Enhancing Active Learning Pedagogy through Online Collaborative Learning

2016 ◽  
pp. 2126-2149
Author(s):  
E. Muuro Maina ◽  
Peter W. Wagacha ◽  
Robert Oboko
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Learning Theories ◽  
Online Collaborative Learning ◽  
Class Time ◽  
Video Lectures ◽  
Learner Centered ◽  
Flipped Classrooms ◽  
Teaching Pedagogies

Learner-centered learning theories such as active learning and collaborative learning are highly supported by Web 2.0 technologies and they are augmenting traditional teacher-centered approaches. New teaching pedagogies such as flipped classroom have also embraced the use of collaborative learning where students engage in group-based activities during class time and they embark on asynchronous video lectures after the classroom. However, there is little research on how flipped classrooms can support online collaborative learning. In order to improve online collaborative learning and enhance active learning, this chapter provides some literature review on collaborative learning as well as the critical aspects for online collaborative learning. This chapter also discusses how online collaborative learning can be integrated in a flipped classroom. To that end, the authors recommend further research on how specific online collaboration tools can be applied in flipped classroom.

Enhancing Active Learning Pedagogy through Online Collaborative Learning

2016 ◽  
pp. 232-254 ◽  
Author(s):  
E. Muuro Maina ◽  
Peter W. Wagacha ◽  
Robert Oboko
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Learning Theories ◽  
Online Collaborative Learning ◽  
Class Time ◽  
Video Lectures ◽  
Learner Centered ◽  
Flipped Classrooms ◽  
Teaching Pedagogies

Learner-centered learning theories such as active learning and collaborative learning are highly supported by Web 2.0 technologies and they are augmenting traditional teacher-centered approaches. New teaching pedagogies such as flipped classroom have also embraced the use of collaborative learning where students engage in group-based activities during class time and they embark on asynchronous video lectures after the classroom. However, there is little research on how flipped classrooms can support online collaborative learning. In order to improve online collaborative learning and enhance active learning, this chapter provides some literature review on collaborative learning as well as the critical aspects for online collaborative learning. This chapter also discusses how online collaborative learning can be integrated in a flipped classroom. To that end, the authors recommend further research on how specific online collaboration tools can be applied in flipped classroom.

scholarly journals Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Tristan Cui ◽  
Andrew Coleman
Keyword(s):  
Academic Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Business Law ◽  
Online Participation ◽  
Class Time ◽  
Teacher Student ◽  
Significant Difference ◽  
And Performance

In a flipped classroom, students engage in active learning during class time and have individual information‑transmission outside class time. University students need to complete the pre/post‑class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher‑student out‑of‑classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first‑year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t‑tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short‑term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students’ academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research.

scholarly journals Flipped versus Traditional Classroom Information Literacy Sessions: Student Perceptions and Cognitions

2016 ◽  
Vol 8 (1) ◽  
pp. 45-50 ◽  
Author(s):  
Torstein Låg
Keyword(s):  
Student Perceptions ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Rating Scales ◽  
Traditional Classroom ◽  
Teaching Model ◽  
Literacy Teachers ◽  
Class Time ◽  
The Subject ◽  
Tc Model

Teaching effectively with limited classroom time is a challenge for information literacy teachers. In the flipped classroom (FC) teaching model, information transmission teaching is delivered outside of class, freeing up class time for learning activities. I adopted the FC model in sessions that were previously taught using a traditional classroom (TC) model. The aim of this paper is to evaluate the FC model's relative impact on (1) student perceptions of usefulness and quality, and (2) student cognitions about the IL sessions. Responses to evaluation forms from the TC model (N = 65), were compared to those from FC model (N = 78). Students judged usefulness and quality on two 4-point rating scales. Student cognitions were elicited with an open-ended question asking for suggestions for improvement and other comments. Responses to the latter were coded by an assistant blind to the conditions. Ratings were near ceiling and similar for both conditions. Responses to the open-ended question revealed interesting trends. Students in the FC condition provided wordier comments, were more concerned with what they themselves did and could do, and with the subject matter of the session. Students in the TC condition were more concerned with how information was presented to them.Results indicate that the FC teaching model is a viable alternative for IL sessions, and that it may encourage students to engage more with IL and their own learning process.

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