Flipping the Logic Classroom

2019 ◽  
Vol 42 (4) ◽  
pp. 355-373
Author(s):  
Savannah Pearlman ◽  
Keyword(s):  
Flipped Classroom ◽  
Learning Activities ◽  
Traditional Model ◽  
Classroom Implementation ◽  
Traditional Lecture ◽  
Class Time ◽  
To Come ◽  
The Many ◽  
Central Paradigm ◽  
Classroom Time

Despite increasing evidence that the traditional lecture is inefficient for student learning, such methods remain the central paradigm for teaching logic. In this paper, I identify the deficits of the lecture model and outline the many benefits of flipping the logic classroom—namely that students can absorb information at their own pace, freeing classroom time for active learning activities, and allowing the students to come prepared to actively engage in deeper levels of learning. I provide advice for curricular change from the traditional model, and guidance for flipped classroom implementation. I also offer suggestions for the best use of newly available class time, and advice for keeping students accountable for learning the information prior to class. Last, I consider common challenges with the flipped classroom model. I acknowledge possible obstacles to flipping the undergraduate logic course and address these challenges with potential solutions.

Flipped Classroom As a Millenial Teaching Model

2019 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Irnin Agustina Dwi Astuti ◽  
Yoga Budi Bhakti ◽  
Ria Asep Sumarni ◽  
Dwi Sulisworo ◽  
Moh. Toifur
Keyword(s):  
Literature Review ◽  
Flipped Classroom ◽  
Student Feedback ◽  
Learning Activities ◽  
The Internet ◽  
Teaching Model ◽  
Digital Resources ◽  
Video Lecture ◽  
Hands On ◽  
To Come

This study is a literature review. The flipped classroom is the latest pedagogical model that has the potential to change the current traditional way of teaching. Flipped classroom emphasizes on learning activities that promote critical thinking and motivation among the students with the assistance of technology. The flipped classroom allows educators to move from ‘the sage on the stage’ to ‘the guide on the side. The basic and simplest form of flipped classroom is students are expected to watch digital resources prior to class. The students are then required to come prepared for class and perform hands-on activities that are related to the digital resources. The digital resources can be in any form such as video, audio or the internet. This allows teachers to spend more time with their students to carry out in class activities and allow immediate response to students’ needs. Student feedback on this pedagogy was generally very positive with many respondents considering it effective and helpful for learning. One of the biggest advantages mentioned by students is that they had the option to watch each video lecture as many times as required to be prepared for class.

Examining the Flipped Classroom through Action Research

2017 ◽  
Vol 110 (8) ◽  
pp. 624-627 ◽  
Author(s):  
Chung Kwan Lo
Keyword(s):  
Action Research ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Group Learning ◽  
Learning Activities ◽  
Instructional Videos ◽  
Class Time ◽  
Individual Instruction ◽  
Essential Components ◽  
Computer Based

There is a growing interest in using a flipped classroom format in day-to-day teaching. According to Bishop and Verleger (2013), direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some materials before class. Therefore, the in-class time is no longer occupied by teachers' direct instruction. Teachers can provide more interactive learning activities to facilitate peer interactions.

Flipping the Composition Classroom

2016 ◽  
pp. 404-422
Author(s):  
Susan Crisafulli
Keyword(s):  
Student Learning ◽  
Theoretical Basis ◽  
Flipped Classroom ◽  
Composition Classroom ◽  
Traditional Model ◽  
Face To Face ◽  
Model Versus ◽  
The Many

Research gathered from approximately 179 students over five semesters demonstrates how using the flipped classroom to teach composition in a face-to-face classroom improves students' writing. Included is the contrast between student learning via the traditional model versus the flipped model, and a theoretical basis for why the flipped classroom model is successful is established. The author champions the many advantages of the flipped classroom but concedes it is not without its challenges. These challenges are explored and strategies for creating and using screencasts effectively are recommended so that other instructors may successfully flip their own classrooms.

Flipping the Composition Classroom

2015 ◽  
pp. 41-59 ◽  
Author(s):  
Susan Crisafulli
Keyword(s):  
Student Learning ◽  
Theoretical Basis ◽  
Flipped Classroom ◽  
Composition Classroom ◽  
Traditional Model ◽  
Face To Face ◽  
Model Versus ◽  
The Many

Research gathered from approximately 179 students over five semesters demonstrates how using the flipped classroom to teach composition in a face-to-face classroom improves students' writing. Included is the contrast between student learning via the traditional model versus the flipped model, and a theoretical basis for why the flipped classroom model is successful is established. The author champions the many advantages of the flipped classroom but concedes it is not without its challenges. These challenges are explored and strategies for creating and using screencasts effectively are recommended so that other instructors may successfully flip their own classrooms.

THE INFLUENCE OF AGE ON PERFORMANCE AS SHOWN BY EXERCISE TESTS

PEDIATRICS ◽  
1963 ◽  
Vol 32 (4) ◽  
pp. 737-741
Author(s):  
D. B. Dill
Keyword(s):  
Work Performance ◽  
Experimental Studies ◽  
Business Administration ◽  
Distance Runner ◽  
Indiana University ◽  
Exercise Tests ◽  
The Subject ◽  
To Come ◽  
The Many ◽  
Harvard School

THE STUDY of work performance as related to age began in this country when Sid Robinson joined the group at the Fatigue Laboratory of the Harvard School of Business Administration. In the winter of 1936-7, he persuaded five champion milers who were in Boston for indoor meets to run on the Laboratory's treadmill on week-ends. Simultaneously, he was chiefly engaged in studying treadmill performance as related to age. This was the subject of his doctorate thesis published later under the title: "Experimental Studies of Physical Fitness as Related to Age". The 91 subjects ranged in age from boys 6 years of age to one man of 91. There were eight 6-year-olds, 10 between 8 and 13 and 20 between 48 and 76. Robinson's background as an Olympic middle-distance runner and as an assistant track coach at Indiana University gave him skill in dealing with the many diverse problems that confronted him. Often he was faced with sociological-psychological problems more difficult to solve than the physiological problems. Indicative of his success is the fact that the subjects were volunteers—no money was offered as an inducement to come to the laboratory. Also worthy of note is that there was no untoward incident throughout the study. Robinson's plan included respiratory, circulatory and metabolic observations in the basal state and in two grades of exercise. He describes the work experiments as follows: (pp. 251-3, reference 2) "After the above observations were completed, the subject performed two grades of work on a motor-driven treadmill, set at an angle of 8.6% in all experiments. Each subject below 73 years of age first walked at 5.6 km per hour for 15 minutes; this raises the oxygen consumption 7 or 8 times the basal level. After resting 10 minutes, he ran or in some cases, walked, at a rate which exhausted him in 2 to 5 minutes.

scholarly journals Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom

2017 ◽  
Vol 10 (5) ◽  
pp. 243 ◽  
Author(s):  
Fan Zhang
Keyword(s):  
Teaching Methods ◽  
Evaluation System ◽  
Flipped Classroom ◽  
Information Technologies ◽  
College English ◽  
English Teaching ◽  
Classroom Time ◽  
Educational Information

Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies that can improve the quality of college English teaching may include: strengthening teacher training; reforming the previous teaching evaluation system; managing the pre-class and classroom time; correctly understanding the role of modern education technology in college English teaching; paying attention to convergence between teaching materials and teaching software; implementing a variety of teaching methods, and strengthening the interaction inside and outside of the classroom.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

2017 ◽  
Vol 81 (4) ◽  
pp. 70 ◽  
Author(s):  
H. Glenn Anderson ◽  
Lisa Frazier ◽  
Stephanie L. Anderson ◽  
Robert Stanton ◽  
Chris Gillette ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Flipped Classroom ◽  
Traditional Lecture

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals Flipping the “Learning Skills” Course during COVID-19: A Mixed-Modality Study

2021 ◽  
Vol 13 (3) ◽  
pp. 31-41
Author(s):  
Ashfaq Akram ◽  
Kamran Sattar ◽  
Tauseef Ahmad ◽  
Hamza M. Abdulghani ◽  
Jennesse John ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Female Students ◽  
Learning Material ◽  
Learning Skills ◽  
Male And Female ◽  
Class Time ◽  
Significant Difference ◽  
The Mean

The purpose of this study was to compare the male and female medical students’ perceptions of the flipped classroom (FC) using the Zoom online platform during the COVID-19 pandemic. A mixedmodality study proceeded for first-year undergraduate medical students (n = 149). Three topics (learning how to learn, stress management and doctor-patient communication) were flipped using the Zoom platform. Following the flipping, relevant videos and PowerPoint slides were sent to the students. Home assignments were done through the online classroom. The students were then made to answer a questionnaire on their perceptions of FC consisting of 5-point Likert items. In addition, a focus group discussion (FGD) was carried out with voluntary participation (n = 13) for an in-depth discussion of flipped teaching. The quantitative data were analysed using the independent t-test, and Atlas.ti was used to analyse the qualitative data. For most of the Likert statements, there was no significant difference (p > 0.05) between the mean results obtained by the male and female students. For example, for the item “The learning material was available before class time”, both the male (mean [SD] = 1.857 [0.443]) and female (mean [SD] = 1.966 [0.365]) respondents confirmed the learning material’s availability before class time (p = 0.121). However, the mean result obtained by the male respondents for the variable “I understood the topics in lesser time compared to the traditional lecture method” was higher than the mean result obtained by the female participants by 0.236, which was statistically significant (95% CI [0.373, –0.100], p = 0.001). Modified FC teaching for the “learning skills” course is thus an effective teaching method. The male students took significantly lesser time understanding the three included topics compared to the female students.

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