FLIPPING THE ADVANCED EDUCATIONAL RESEARCH METHODOLOGY CLASSROOM

EDULEARN19 Proceedings, 2019

Flipped classroom is a form of active learning that requires students participation in learning activities. This innovative method that allows for flexible classes transforming the student into a proactive participant with self-evaluation capacity. Active learning strategies are student-centred instructional activities that requires students to ‘do things’ and think about and reflect on what they are doing. The preparatory phase of the class, as well as the precise instructions offered to the student, are considered critical for the success of the flipped classroom design, as they serve to adequately prepare students for productive participation in face-to-face sessions. The effectiveness and success of this methodology is influenced by these factors. The purpose of this study was to determine the effectiveness of the flipped classroom approach to diverse teaching experiences in Higher Education. The approach to flipped learning has been carried out in two levels, initially in the d...

2019

The current learning system requires education to change the learning approach that is centered on educators into a learner-centered learning approach. One of the students-oriented approaches is Flipped classroom. Flipped classroom is a new pedagogical approach in which students develop a basic understanding of subject matter before class, and use time in class for student-centered activities, such as group discussions and presentations. This article aims to analyze the implementation of Flipped class in promoting learning based on the latest articles that report the practice of Flipped classroom lessons from 2015-2018. The methodology in this study is descriptive qualitative, using the method of collecting documents. The results of the analysis of this study show that flipped classroom has a positive impact on student learning activities such as achievement, motivation, involvement, and interaction. The practice of Flipped classroom helps students to develop skills in problem solvi...

Journal of Education Technology in Health Sciences, 2023

Abstract Background: The quality of the occupied population can be raised through education. People are actively looking into more effective teaching methods to increase the impact of their educations. Materials and Methods: The flipped classroom model is an innovative teaching methodology that involves the problem of traditional instructional methods, where students are exposed to lecture materials and content outside of the classroom through pre-recorded videos, readings, or online resources, while in-class time is dedicated to interactive activities, discussions, and problem-solving. Result: The study employed a comparative strategy, comparing student performance and engagement in a traditional classroom setting versus a flipped classroom setting. The research also sought to gather insights from students regarding their perceptions and experiences with the flipped classroom approach. Conclusion: The findings suggest that the flipped classroom model positively impacts student learning outcomes and enhances student engagement and participation. These results provide valuable insights for educators and representatives looking for to implement innovative teaching methodologies. This research study aims to investigate the effectiveness of the flipped classroom approach on student learning outcomes. Keywords: Traditional student erudition, Flipped classroom, Comparative study, Teaching procedures, Engagement, Student observations.

Higher education has been pressured to shift towards more flexible, effective, active, and student-centered teaching strategies that mitigate the limitations of traditional transmittal models of education. Lately, the flipped classroom model has been suggested to support this transition. However, research on the use of flipped classroom in higher education is in its infancy and little is known about student's perceptions of learning through flipped classroom. This study examined students' perceptions of flipped classroom education in a last year university course in research methods. A questionnaire was administered measuring students' (n = 240) perceptions of flipped classroom in general, video as a learning tool, and Moodle (Learning Management System) as a supporting tool within the frame of a flipped classroom model. The results revealed that a large majority of the students had a positive attitude towards flipped classroom, the use of video and Moodle, and that a positive attitude towards flipped classroom was strongly correlated to perceptions of increased motivation, engagement, increased learning, and effective learning. Low achievers significantly reported more positively as compared to high achievers with regards to attitudes towards the use of video as a learning tool, perceived increased learning, and perceived more effective learning.

American journal of education and technology, 2024

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students' opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students' opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P<0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.

Journal of Computing in Higher Education

This article aims to describe the application and adaptation of the traditional classroom model to the so-called semi-flipped classroom model. In semi-flipping, differently from the flipped classroom, students can watch the videos in the classroom as well. The research was done a private HEI. The methodology adopted was qualitative and quantitative. The quantitative data were collected through a questionnaire from google forms tool, applied to the students of the IES, in its Venda Nova unit. For the qualitative approach, participant observation was used. This study was based on an earlier research applied in the same institution, when there was an attempt to implant the flipped classroom model. The application of the semi-flipped model aimed to remedy the main obstacles presented by the implementation of the flipped classroom model. The results reveal that the semi-flipped model had adherence and retained the advantages of the flipped classroom, obtaining better results.

Education is a basic right for students. Each student is entitled to receive good quality education. Universities around the world are constantly looking out for innovative ways to impart education to students. By using computers and computer applications in teaching the education sector has surely reaped the benefits of technology. However technology constantly undergoes an upgrade and educators need to be adept at incorporating new technology in their current pedagogies. This research focuses on demonstrating the effectiveness of using video clips as a pedagogical tool as compared to other traditional methods of teaching such as white board method and slideshows. Use of video clips in teaching has given rise to the flipped classroom model and this research aims to elucidate the benefits of this new teaching style. In flipped learning, part or all of direct instruction and explanation is delivered through videos and the class time is used for engaging students in collaborative, hands-on activities. The most meaningful learning in a flipped classroom occurs as a result of efficient use of the extra class time (Szparagowski, R. 2014). In order to determine the effectiveness of video usage in teaching both qualitative and quantitative data are explored in this study. In a research article published in the British journal of educational technology multiple studies on flipped learning in engineering education were critically appraised and summarized to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners. Their analysis yielded that flipped learning gained popularity amongst engineering educators after 2012. Review of 13 studies reported that students in the flipped classroom outperformed their counterparts in the traditional classrooms. This research article also mentioned the benefits and challenges of this approach. The benefits listed were flexibility, improvement in interaction, professional skills, and student engagement. Challenges included increased workload for faculty, student resistance, technical issues, decreased interest and neglected material. Students resisted this form of pedagogy because of having gone through a traditional approach throughout their educational career. The students felt overwhelmed when faced with a new approach that required them to actively participate in the learning process (Karabulut-Ilgu, A., Cherrez, N. J., & Jahren, C.T. 2017). Bishop & Verleger (2013) pointed out that despite differences among the studies documented about the flipped classroom model, general reports of student perceptions towards this model were relatively consistent. Opinions tended to be positive, but there were invariably a few students who strongly disliked the change. The study also highlighted that students supplied with optional video lectures came to class much better prepared than when they had been given textbook readings. The students preferred live in-person lectures to video lectures, but also liked interactive class time more than in-person lectures. Also shorter, rather than longer videos were preferred. Tune & Basile (2013) assessed the effectiveness of a traditional lecture-based curriculum versus a modified ―flipped classroom‖ curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Their research showed that students who were part of the flipped model scored significantly higher on the test compared to the students who were part of the traditional lecture-based curriculum. Based on their experience and responses obtained in blinded student surveys, they proposed that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Their findings support that the flipped classroom model is a highly effective means in imparting knowledge to graduate medical students.

Universal Journal of Educational Research, 2020

This study aims to discover students' experience with flipped learning approach. In particular, this study aims to identify key elements of the flipped learning experience to build flipped learning framework that could be used as a guiding framework for instructional designers. This study employs qualitative research design and is supported by the meaningful learning theory and student engagement model which acts as a theoretical framework. A total of 16 postgraduate students who enrolled in Master of Educational Management programme participated in this study. Data is collected through open ended questionnaire, and reflections by the students and the instructor. The finding reveals elements of students' engagement in the flipped learning approach which consists of (i) fun learning, (ii) active learning, (iii) collaborative learning, and (iv) technology enhanced learning. The findings revealed that students reported positive experiences towards the exposure of the flipped learning approach, which supported the meaningful learning theory and student engagement model. It is envisaged that the results of this study would provide significant impact in the way higher education courses should be delivered. Through flipped learning approach, the focus of the instructional approach is no longer providing direct content to the students, but to allow students to construct the knowledge themselves and be responsible in their own learning.

The study examines students' assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.

2014

Some higher education institutes and some individual teachers have flipped their classrooms using the methodology of &quot;lecture out, homework in&quot; thus, enabling students to review lectures before classroom time. Teachers in tumuse classroom time for discussion and homework help instead of lectures. This review discusses the relationship between flipping classrooms and students &#39; engagement and achievement. Studies used in this review were published between 2009 and 2014. The scope of this review is to investigate the effects of flipped classroom models on students&#39; engagement and achievement in higher education. Many studies reported successful implementation of the flipped classroom. Results indicate that using the flipped classroom format allows students to have more engagement in the classroom and overall achievement. Recommendations for more future studies to identify the relationship between the flipped classroom and students&#39; engagement and achievement in h...