Flipped Classroom
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Benedecta Indah Nugraheni ◽  
Herman Dwi Surjono ◽  
Gregorius Punto Aji ◽  

This review aimed at providing a comprehensive overview of how the flipped classroom can give the positive effects on developing students’ critical thinking skills. Data were collected from four databases, which included Google Scholar, ResearchGate, EBSCO, and Emerald. This study synthesized the findings of 16 studies published from 2015 to 2020. The results revealed that there were many learning activities that could be designed in a flipped classroom both outside and inside the classroom so that it allowed students to be actively involved in learning, flipped classrooms could also be integrated with other learning methods and utilize various technologies to increase their effectiveness in developing students’ critical thinking skills.

J. R. Sablan ◽  
M. Prudente

Most of the learning institutions even before the global pandemic are using a blended learning strategy. One of the most promising and leading blended-strategy today is the Flipped Classroom Model (FCM). FCM, often called as inverted classroom or reversed instruction, is a teaching model where the content of the study is given outside the classroom and homework is done inside the classroom. Previous researches yields different results when FCM is compared with traditional learning in enhancing students’ academic performance. To address the problem, a meta-analysis has been conducted. In this study, 15 articles were chosen to be meta-analyzed. The researchers used the PRISMA model in conducting the meta-analysis and the Meta-essentials for data analysis. The analysis yields a p-value of 0.000 which means that there is a statistical significant effect by the intervention FCM to the academic performance of the students. The hedges’ g value of 0.93 has a verbal interpretation of large effect. Through subgroup analysis, it was found that FCM has a positive effect on the academic performance of the students in the subjects Physics and Mathematics with a p value of 0.000. This is also true in the subgroup, Geographical Location (Eastern and Western Countries), that yields a p-value of 0.000. Further, a moderator analysis on class size and intervention duration was also conducted. A significant p-value was found on the moderator implementation duration but not significant in the moderator class size. The analysis favors the longitudinal use of Flipped Classroom Model on enhancing student’s academic performance over Traditional Lecture Model in the subjects Physics and Mathematics regardless the class size of the students and the regions where the studies were conducted.

Usman Durrani ◽  
Roba Alnajjar ◽  
Abdulrahman Al Muaitah ◽  
Abdulwahab Daqaq ◽  
Abdulrahman Salah ◽  

This paper explores the effect of applying gamification and flipped classroom approaches through our group-based assessment game, the CrossQuestion, in the course of IT in Business. The course teaches basic IT fundamentals and their application in different functional areas of business and management. In Spring 2020-21, we delivered this course through Moodle platform, integrated with the Zoom video communication tool, to introduce the CrossQuestion game as supplemental resources to engage students. We conducted measurements using the Instructional Materials Motivation Survey scales to verify the game's learning effect. We divided students into an experimental group (85 students who played the CrossQuestion game through gamified flipped classroom session–Spring 2020-21) and a control group (60 students who previously underwent lecture-based instructions and individualized formal assessments–Spring 2019-20). The analysis of students’ grades confirms improvement by applying gamified flipped classroom group-based assessments in the learning process. The students’ questionnaire also confirms that group-based assessments can improve students’ motivation. We developed a game system that was attractive to the students, implying that it can be an effective instructional and recreational material to boost morale, increase collaboration, enhance engagement and socialization opportunities, especially during this challenging pandemic.

2021 ◽  
Vol 5 (11) ◽  
pp. 60-66
Rong Liu

This study analyzes the background of ideological and political theories teaching in operations research courses and provides a design framework for ideological and political theories teaching in operations research courses based on “trinity” according to real teaching practices. This article summarizes the merging point of ideological and political theories teaching in operations research courses, taking ability and knowledge as its carrier and ideological and political theories teaching as its core, as well as discusses four methods of ideological and political theories teaching: online and offline interactive teaching, stimulating independent learning by practical application, seminar-style flipped classroom, and promoting theoretical teaching through competition and scientific research.

2021 ◽  
Vol 2 (2) ◽  
pp. 149-159
Putri Hidayati ◽  
Muhammad Junus ◽  
Muliati Syam

Pandemi Covid-19 yang melanda dunia khususnya Indonesia mendorong proses belajar mengajar dilakukan secara online dengan menggunakan berbagai media platform. Penelitian ini bertujuan untuk mengetahui keaktifan siswa dan hasil belajar siswa dengan menggunakan model pembelajaran  flipped classroom melalui aplikasi zoom di SMP Negeri 2 Bontang dengan materi suhu dan kalor. Jenis penelitian ini adalan penelitian kuantitatif dengan metode penelitian pre-eksperimen dengan desain penelitian one group pretest-posttes design. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 2 Bontang berjumlah 8 kelas dengan jumlah sampel sebanyak 34 siswa di kelas VII A. Pengumpulan data menggunakan teknik observasi dan tes berupa 10 butir soal essay untuk mengetahui hasil belajar siswa (posttest). Hasil penelitian menunjukkan bahwa keaktifan siswa pada pertemuan pertama dan kedua termasuk kedalam kriteria keaktifan sedang dengan persentase 57,77% dan 62%. Kemudian pada pertemuan ketiga termasuk kedalam kriteria keaktifan siswa tinggi dengan persentase 75%. Sedangkan untuk hasil belajar belajar siswa didapatkan nilai n-gain sebesar 0,56 dimana jika dibandingkan dengan tabel kriteria keefektifan, maka nilai n-gain pada penelitian ini termasuk dalam kategori sedang. Untuk kemampuan kognitif pada tingkat mengingat (C1) dan memahami (C2) sudah menunjukan sangat tinggi dengan persentase yang didapatkan yaitu (95%) dan (98%). Sedangkan untuk tingkat menerapkan (C3), menganalisis (C4), dan mengevaluasi (C5)masih terbilang cukup karena persentase yang didapatkan yaitu (55%), (52%), dan (52%).

Edward A. Waddell ◽  
Dara Ruiz-Whalen ◽  
Alana M. O’Reilly ◽  
Nathan T. Fried

A call for the integration of research experiences into all biology curricula has been a major goal for educational reform efforts nationally. Course-based undergraduate research experiences (CUREs) have been the predominant method of accomplishing this, but their associated costs and complex design can limit their wide adoption.

2021 ◽  
Vol 5 (11) ◽  
pp. 47-53
Jing Song

This article discusses the problems existing in the teaching of Logistics and the urgency of its curriculum reform, introduces the concept of outcome-based education (OBE) into the teaching process of Logistics, designs the teaching in a reverse direction guided by the results, and implements the teaching design in the form of flipped classroom. A “student-centered” teaching process endows students with stronger autonomy and initiative and encourages them to cooperate with each other. This teaching process provides new ideas and methods for the teaching reform of Logistics as well as the cultivation of excellent logistics talents.

2021 ◽  
Vol 9 (3) ◽  
pp. 52-62
Nor Fadhillah Mohamed Azmin ◽  
Mohd Firdaus Abd Wahab ◽  
Farah Ahmad ◽  
Ani Liza Asnawi ◽  
Ahmad Zamani Jusoh ◽  

This article reports on the results of an open-response survey sent out to IIUM Engineering students to elicit their thoughts and views about learning their courses online via the flipped learning mode. The decision to take academic courses online was brought about by the COVID-19 pandemic which has forced many sectors, including the education sector, to either cease operations or make changes to their approaches. Hence the objective of the survey was to explore Biochemical Engineering students’ perceptions and acceptance of online flipped learning during the COVID-19 pandemic. Responses were collected from 80 Year 2, 3 and 4 students of Engineering at the IIUM. The results showed an overwhelming acceptance of online flipped learning among the students where only a small percentage of 2.7% completely rejected it as a preferred online learning mode. A majority of the students expressed a reserved acceptance (64.9%) of it, while 27% accepted it unconditionally. A major concern that emerged from the findings was uncurated and poor selection of videos for students to study before class meetings. This suggests that the flipped classroom approach can result in ineffective online learning if it is not designed carefully. The findings have significant implications on the technological skills and pedagogical readiness of university lecturers to design and deliver online flipped learning in an effective manner.  

SG Mortazavi Moghadam ◽  
E. Allahyari ◽  
F Vahedi ◽  
M. Zare-Bidaki

Introduction: Student-centered educational models, such as Flipped classrooms, seem to provide more educational opportunities for learners, especially when combined with web technology. This study aimed to evaluate the effectiveness and satisfaction of medical students with the web-based Flipped classroom method in comparison with the lecture-based teaching method. Method: This is a quasi-experimental case-control study that evaluates 51 people in each of the two intervention and control groups. In the intervention group, pulmonary physiopathology e-contents were delivered to the students one week before the presence-based class in the form of digital files such as video, text, image, audio and interactive applications through Navid learning management system. Students were required to read the content before the class. Then the face-to-face classroom time was completed with group discussion, question and answer and problem-based learning. In the control group, teaching was carried out by the traditional lecture method in the classroom. Data were analyzed using SPSS, 18. Result: In terms of age, sex and, mean pre-test scores, there were no significant differences between the groups. The mean scores in the final exam turned out to be 14.66 (10.16-66) in the intervention group but 12 (9.14-3.66) in the controls (P < 0.001) to make a significant difference. In addition to gaining higher final exam scores as for the flipped classroom group, they were also more satisfied with the procedure (P < 0.001). Conclusion: The flipped classroom approach not only improves learning but also leads to greater students’ satisfaction.

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