Expectation Effect and Satisfaction of Learners’ Competency on the Method of Flipped-Learning Instruction

2019 ◽  
Vol 14 (1) ◽  
pp. 127-149
Author(s):  
Jin Huh ◽  
AhReum Hong
Keyword(s):  
Flipped Learning ◽  
Learning Instruction ◽  
Expectation Effect

scholarly journals Flipped Learning Instruction to Enhance University Students’ Higher Order Thinking Skills

2021 ◽  
Vol 7 (2) ◽  
pp. 261
Author(s):  
Suprapti Suprapti ◽  
Arif Nugroho ◽  
Heldy Ramadan Putra Pembangunan
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Flipped Learning ◽  
Higher Order Thinking Skills ◽  
Post Test ◽  
Learning Instruction

This study aims to shed some light on the significant impact of content videos in flipped learning classroom on students’ higher order thinking skills. The secondary aim of this study is to portray students’ perception toward the practice of flipped learning in assisting their higher order thinking skill development. A total of 36 elementary teacher education students at IAIN Surakarta are involved as participants in this pre-experimental study. Drawing on pre-test, post-test, and focus group discussion, the results of paired sample t-test show a significant difference on the students’ score of pre-test and post-test, meaning that flipped learning with content videos is effective to enhance the students’ higher order thinking skills. Furthermore, the focus group discussion reveals that the students positively perceive the practice of flipped learning instruction to enhance their higher order thinking skills. These results contribute to providing fruitful insights for teachers and school administrators as a teaching model to enhance students’ higher order thinking skills.

scholarly journals Flipped Learning Instruction and Pragmatic Competence: A Case of English for Accounting Students

2021 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Arif Nugroho ◽  
Rahima Fitriati
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Pragmatic Competence ◽  
Accounting Students ◽  
Flipped Learning ◽  
Significant Difference ◽  
Learning Instruction ◽  
The Impact

Twenty-first century English language teaching is the witness of advanced Information and Communication Technology (ICT). Integrating digital technologies in English teaching activities is a prerequisite to enhance learning efficacy and achieve the goal of English communicative competence. Hence, this study examines the impact of flipped learning instruction on pragmatic competence of a group of English for specific purposes students’, i.e. English for Accounting. This pre-experimental study was conducted in ten meetings by involving 36 English for Accounting students of a public university in Surakarta Indonesia as the participants. Drawing on a Discourse Completion Test (DCT) and Focus Group Discussion (FGD), the results portrayed that there was a significant difference between the results of pre-test and post-test on DCT, meaning that the students’ pragmatic competence significantly improved after participating in the flipped learning instruction. An FGD was further conducted to reveal the students’ attitudes about the practice of flipped learning and the results indicated that they positively perceived the implementation of the teaching model in English for Accounting class. These results contribute to offering fruitful insights for teachers and future researchers about the practice of flipped learning instruction in English language teaching, particularly in the context of English for specific purposes.  Keywords: English for Accounting, Flipped Learning, Pragmatic Competence

scholarly journals Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students

2021 ◽  
Vol 1 (2) ◽  
pp. 62-70
Author(s):  
Ariani Selviana Pardosi ◽  
Liu Yue Ming
Keyword(s):  
Undergraduate Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
P Value ◽  
Learning Approach ◽  
Flipped Learning ◽  
Thinking Skill ◽  
Student Centered Learning ◽  
Learning Instruction

Flipped learning approach has recently gained much more attention and has widely been utilized as a new approach to assist student-centered learning activities across different contexts of teaching. The present study aims to examine the effect of flipped learning instruction on undergraduate students’ development of higher order thinking skills (HOTS). Drawing on a quasi-experimental design, this study recruited 70 Chinese science education students enrolled in ‘teaching with technology’ course; they were equally divided into flipped (experiment) and non-flipped (control) groups. Data were obtained from pre-tests and post-tests in both groups using a higher order thinking skill test, and were analyzed by means of sample t-test using IBM-SPSS version 24. The results showed that flipped group students outperformed the non-flipped students in terms of HOTS performance. There was a significant different between the results of flipped group students’ pre-test and post-test scores (p-value: 0.000 0.05). It suggests that the flipped learning instruction has a significant effect on the Chinese undergraduate students’ HOTS development. This study contributes to providing valuable insights for instructors and college curricula designers to incorporate flipped learning approach in teaching at university level.

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