scholarly journals Flipped Learning as a Paradigm Shift in Architectural Education

2016 ◽  
Vol 10 (1) ◽  
pp. 93 ◽  
Author(s):  
Ghada Mohammad Elrayies
Keyword(s):  
Professional Practice ◽  
21St Century ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Problem Based Learning ◽  
Human Dimensions ◽  
Architectural Education ◽  
Flipped Learning ◽  
Conceptual Approach ◽  
Continued Learning

The target of Education for Sustainable Development is to make people creative and lifelong learners. Over the past years, architectural education has faced challenges of embedding innovation and creativity into its programs. That calls the graduates to be more skilled in the human dimensions of professional practice. So, architectural education has a great role in developing students’ skills and attitudes needed for professional practice and in fostering continued learning throughout the lifetime. Architectural education that establishes a base for lifelong learning is the best way to face global challenges of the 21st century. More effective methods are needed in introducing lecture-based courses in architectural education to meet the 21st century proper skills. Lecture-based courses are often associated with teacher-centered method that inhibits the possibility to apply such skills. This paper suggests applying the concept of Flipped Learning that stands on active learning and its related pedagogy; Problem-Based Learning. The paper aims to; 1) draw a clear vision of flipped learning relying on its pillars; pedagogy, technology, and space, 2) investigate the challenges face such concept and the opportunities, 3) explore the mechanism of the Problem-Based Learning pedagogy, 4) review the previous promulgated literature of applying PBL within the framework of FL on LBCs in the architectural curriculum, and 5) apply Problem-Based Learning pedagogy on Lighting and Acoustics as a lecture-based course. The paper concludes by; establishing a conceptual approach for the flipped classroom environment, and devising a proposal of Lighting and Acoustics course in a framework of Problem-Based Learning pedagogy.

scholarly journals Student Learning in an Accelerated Introductory Biology Course Is Significantly Enhanced by a Flipped-Learning Environment

2018 ◽  
Vol 17 (3) ◽  
pp. ar38 ◽  
Author(s):  
Ana Maria Barral ◽  
Veronica C. Ardi-Pastores ◽  
Rachel E. Simmons
Keyword(s):  
Student Learning ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Video Viewing ◽  
Lower Division ◽  
Introductory Biology Course ◽  
And Control ◽  
Biology Vocabulary ◽  
Positive Effect

A flipped-classroom environment generally strives to create more in-class time for activities that enhance student learning, while shifting some content delivery to outside the classroom through the use of short didactic videos. We compared a flipped-classroom setting with the traditional (“control”) setting for an accelerated lower-division general biology course. Student self-reporting and video analytics functions showed ample and variable video viewing among individual students. Student learning was evaluated through quizzes administered after a set of concepts were covered (post 1) and at the end of the course (post 2). Students in the flipped sections had significantly higher quiz scores than students in the control sections for both post 1 and post 2. Analyses of variance analyzing the effect of and interactions between type of instruction, in-class activities, time, and Bloom’s level of the quiz questions found significant differences in the overall model and all the factors, except for the presence and level of activities. Significant differences between students in the flipped and control sections were observed for low-level Bloom’s questions only. Thus, the positive effect of the flipped-classroom approach on student learning may be due to improvements in recall of basic concepts and a better understanding of biology vocabulary in their first biology course.

scholarly journals Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Li Zhao ◽  
Wei He ◽  
Yu-Sheng Su
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Learning Performance ◽  
Control Group ◽  
Flipped Learning ◽  
Information And Communications Technologies ◽  
Educational Models ◽  
Design Based Research ◽  
Innovative Pedagogy ◽  
Continued Learning

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.

scholarly journals Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

2021 ◽  
Vol 58 (1) ◽  
pp. 5422-5430
Author(s):  
Christ Helan I, Dr. K. Anbazhagan
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Poor Quality ◽  
Control Group ◽  
Flipped Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is  found  that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.

Identifying Students' Pre-Classroom Behaviors in a Flipped Learning Environment

2019 ◽  
Vol 1 (2) ◽  
pp. 143-149
Author(s):  
Daniel Febrian Sengkey ◽  
Sary Diane Ekawati Paturusi ◽  
Alwin M. Sambul
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
Classroom Behaviors ◽  
Flipped Learning ◽  
Text And Image ◽  
Learning Materials ◽  
Audio Narration ◽  
Class Meetings ◽  
Ways Of Life ◽  
Slide Shows

Advancements in Information Technology have lead the world to new ways of life including in the education field. Nowadays we have various types of computer and Internet-assisted learning. With the booming of blended learning, here comes the flipped classroom environment, where students are expected to learn even before the conventional class meetings started. In this study, we address the question of how students behave toward various learning materials packaged in 3 types of media: text and images, slide shows with audio narration, and slide shows with the appearance of the lecturer. Based on our samples the findings are surprising: some students never made access before the class; and on the other hand, the text-and-image-based learning materials have the highest number of pre-classroom access.

scholarly journals Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cecilia Latorre-Cosculluela ◽  
Cristina Suárez ◽  
Sonia Quiroga ◽  
Natalia Sobradiel-Sierra ◽  
Raquel Lozano-Blasco ◽  
...  
Keyword(s):  
University Students ◽  
21St Century ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Content Type ◽  
Use Of Technology ◽  
The Future ◽  
Development Of Competencies ◽  
Teaching Learning

Purpose The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century. Design/methodology/approach For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions. Findings On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed. Originality/value Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

scholarly journals A FLIPPED LEARNING ENVIRONMENT: A DISRUPTIVE APPROACH FOR TRADITIONAL CLASSROOMS?

2021 ◽  
Vol 6 (42) ◽  
pp. 83-93
Author(s):  
Byabazaire Yusuf ◽  
Mohammed Ahmed Taiye
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Focus Group ◽  
Learning Environment ◽  
21St Century ◽  
Cultural Sensitivity ◽  
21St Century Skills ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Problem Solving Skills

The primary purpose of this study was to examine whether a flipped learning environment was a disruption to the traditional instructional approach, particularly in consideration of the 21st-century skills that students must acquire before graduation. A flipped classroom is one in which students are introduced to content at home or outside classroom via technology, and practice working through it at school. A qualitative research design was employed to conduct the study through a focus group approach. Nine in-service teachers, who were participants in a flipped classroom pilot program in Malaysia, served on the focus groups. Data were collected through asynchronous virtual focus group discussions. The scissor-and-sort approach was employed in the data analysis process. Findings from the study indicated teachers believed that a flipped learning environment maximized student learning potential, allowed for collaborative learning, created an engaging learning environment and promoted higher order critical thinking and problem solving skills, all suitable for encouraging and practicing 21st century skills in the classroom. Therefore, this study showed that the flipped classroom approach disrupts the traditional learning environment in a positive manner and avails opportunities to equip students with the relevant skills of problem-solving, critical thinking, collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learning environment.

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.

Using a Flipped Classroom Approach to Support Problem-Based Learning

2015 ◽  
Vol 20 (3) ◽  
pp. 299-315 ◽  
Author(s):  
Andrew A Tawfik ◽  
Christopher Lilly
Keyword(s):  
Flipped Classroom ◽  
Problem Based Learning

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>

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